Shibumi is a study and learning centre for both adults and young people of school-going age.
For adults it offers a space where, through dialogue, one understands oneself and relationships in the light of Krishnamurti’s teachings.
For such interested adults only, Shibumi also offers an educational programme where resource persons and parents cooperate in creating a right learning environment for their children.
For more information, see http://shibumi.org.in
It always thrills me when I get a chance to work with poetry. As an avid fan of stories and prose, poetry came to me much later in life and since then I've been hooked. So, when Shibumi suggested I work with the children on poetry, I grabbed the chance.
My first task was to dispel all common notions that a poem has to rhyme. We attacked haiku with a vengeance in the Kiri and Thulir group. By giving them a simple formula, and some examples, they were soon spouting haikus about stones, puppies, mice, and even about people. Their young minds grabbed the chance to step out of the structures of a poem, and the imagery they captured in three simple lines was fantastic. As Sarayu said, "I love haiku because it's infinite. Anything is possible." Of course, we had to trim and tweak some of the 'poems' which irked our budding poets, but they eventually succumbed to some edits here and there in their masterpieces. We also sketched and doodled about existing poems and haikus which finally led to 'The Poetry Weekly' newspaper. My final lap was complete on the last day when Mahiti showed me a poem and looked at me horrified when I suggested the last line could rhyme, "Prer, I don't want my poem to rhyme!!" I might have created a monster. Many, in fact :-)
With the Tarangs and younger Isauras, we dug deeper. Looking at different styles of poetry (including Shakespeare, surprisingly), they were soon able to spot patterns, images, sounds, moods and themes. We tried to touch upon deeper emotions using simple themes like the pond, or the library, even an eraser. The uninspired poets diligently worked on their pieces every day, much to my amazement. We also looked at using different elements like art, craft, movement and music, to add to poetry to bring to life. 'The Wormhole' took on a whole new flavour with an addition of mystical Celtic music, 'Abandon' soared with tai-chi added on, and Siddh even rapped his poem after sitting through a Shakespeare and hip-hop documentary. By the end of that week their minds were open to poems in a new way and they seemed less anxious about reading and writing poetry. Hopefully many more gems shall spout from this point on, for this is only the beginning :-)
"Young minds leap in joy - The sounds discordant and few Aiming for the stars.."
Shibumi has been exploring the possibility to look a fresh
at the functioning of the library. We have no dedicated librarian and to keep
the the library alive is now the collective responsibility of all the teachers,
students and some parents who have plunged in.
What is the intent
of the library?
It is a demand for
awareness: Of the collection. Of the various aspects of use; of the joys
of reading; Of the nature of the library; Of the care inherent in its smooth
running; Of the necessity of individual and collective responsibility,
ownership, active involvement and accountability.
We are coming to
understand and enter into this intent, and things are happening without
tremendous effort or confusion.
One of the ideas
to keep the library alive was to have a dedicated day to bring attention to the
library and celebrate it. Once in two months perhaps. When we brain stormed about all
the activities we would like to do on such a day, the ideas were many.
We recently had our first library day. Four students (Sidh,Asba,
Varun and Yash) took interest in organising the day and it would not have
happened without them.
We started the day with storytelling for the different groups of
The entire school then met up to listen to book talks by a parent,
teacher and student. This was wonderful, and the books were borrowed as soon as
the book talk ended!
We then played the ‘book buddy’ game. Where each of us at school
suggested a book to our buddy (chosen by picking a chit). So each one of us
ended up borrowing a book on library day!
Following this, the entire school was split into three stations.
station- to encourage the love for reading.
This turned out to be great fun and lots of informal talking about
books happened, sharing stories, books, and even reading while at the stations.
We ended the day by filling in a ‘library questionnaire’ that the library
committee (consisting of students, parents and teachers) put together.
All in all, it was a warm start to something we want to see happen
more through the year.
As result of Kabir’s illness last month, we fell short of teachers in senior school, but saw it as a window of opportunity to travel. So for three days, our older students visited schools and health centres in KG Halli, on Nagavara road in north Bangalore.
In my role as a doctor, I have been working in the urban health project of the Institute of Public Health with this community of 42,000 people since 2008.It would be described as a low income melting pot of humanity with three languages and three religions represented in 0.7 square kilometres of city space. It was interesting to see the context afresh through the eyes of these twelve young teenagers.
They had the opportunity to visit, with the field staff, Ms. Nagaratna and Ms. Leelavati three schools, where they interacted with students of classes five, six and seven. Some visited homes of people in these crowded lanes along with Dr. Mrinalini and all got a detailed tour of the Sarvagnya dialysis centre with Dr. Triveni and Jomon, the manager of the unit.
There shared their experiences with the students and some parents at Shibumi through a slide presentation with pictures and stories as well as a poem and essays which some of them wrote. The interaction was a rich with questions and answers and Ms. Nagaratna travelled across the city to attend.
Some comments from the experience:
“The streets were crowded and the lanes narrow, often we had to be careful to avoid stepping on garbage.”
“The classrooms were a quarter the size of our library and there were 40 children in the class!”
“The children were very creative in what they made from the newspaper rolling activity. I had never done it before, but I learned along with them.”
“It was clear that children were not used to asking for help or helping each other in the class, but were quick to respond when we encouraged it”
“In the big school there were 1, 500 children! And that was the only school in the ward with a playground!”
“Many looked like they came from poor families, but most understood English quite well !”
“It reminds me of my old school, where they would hit the kids.”
“It seemed clear they did not get to play games often, and they enjoyed prolonging the game. But they are so used to being instructed they could not think for themselves”
“The patients were so young in the kidney dialysis unit, and many very poor. And their old parents had to support them, because they cannot earn a living.”
“So is the diabetes caused because they eat too much sweets?”
“We found people did not know that you must control your diet in diabetes.” “And sometimes they would not buy medicines regularly because there is no money for it.”
“There was a boy from Bidar who had to live alone in a room in the city because there is no place close to home he can do this.”
And the one that touched me profoundly. “Roopa Aunty, How many years did you work in KGHalli?”
Me: “Five years, half the week. Why do you ask? “
“I didn’t sleep last night, thinking about it.”
You can also read the essays and poem written by the Isauras in response to the trip.
On Tuesday morning we were brought to
KG-Halli to visit IPH (Institute Of Public Health) which was where Roopa Aunty
had worked earlier. We soon found out that the area was broken up into many
wards and we would be spending our time in ward 30. The van dropped us off near
the main IPH clinic centre and we were divided into three groups. Kailas, Mansi
and I were to go on home visits within ward 30.
The aim of the house visits was to find
out what the response was to the IPH diary. This diary was given to a sample of
people some months ago; all of them were suffering from diabetes. We would be
visiting them and finding out what the response was towards the diary after all
The personal diaries were given as an
alternative for the doctor’s prescriptions that are received by the patient.
So, to keep tabs of doses of what medicine to take when, this diary is a much
more convenient way of having your medical records in one place rather than on
loose flying sheets of paper which can easily get lost.
The responses would be collected based on
one-on-one interviews with the member of the household who was given the diary
and was suffering from diabetes. We were led by Dr. Mrinalini who was mainly
responsible for interviewing the members of the household. She took along two
of her assistants who speak the local languages in that area really well. These
languages are Urdu, Tamil and Kannada.
We walked through the broken, mucky and
dusty streets into sudden narrow corners leading from the pavement inwards into
an area of closely cluttered houses followed by a strange sense of solitude.
After a few moments of avoiding puddles
and looking down to avoid garbage piles every few feet away we entered our
We visited a total of three houses, and
we noticed that there were clear gaps in communication between the IPH staff
and the patients. People had not clearly understood what the purpose of the
book was. Some of the patients thought the IPH diary was to be used for
diabetes or high blood sugar problems only (because that was what people
suffered from mostly within that area). In some cases the diary was never
really used at all, was thrown away, forgotten or sometimes they were torn
apart! In discussion I was told that by the IPH staff. So lack of money results
in not going for check-ups for 6-7 months. We met a diabetic man who had
decided to take his own doses of Insulin (which lowers your blood sugar). So
you see, overall health is not a priority for them. Free medication cards are
given to people below the poverty line, and these are often thrown away in the
frustration of wanting immediate possessions such as food, money or a good job
It was thought-provoking to see through
a glass with different sets of values and ideas, a whole other world out there
so disconnected from ours and yet so strangely linked, like an inescapable
The dialysis ward was brightly lit,
well ventilated, and was neither too cold nor to hot. It was not a very large
room, and therefore one could see all of the ten beds in the ward; next to each
one of which sat the large squat machines in whose innards the process of
dialysis took place, clicking and beeping. The room was empty, as the clock had
only just struck eleven, and the first patients would only arrive at a quarter
past that hour.
To the casual onlooker, these environs would not have seemed grim or
foreboding, and yet my stomach lurched and a sense of dread welled up in my
stomach as I imagined the dialysis machines at work.
We whispered to each other in muted tones, discussing the functions of
various aspects of the dialysis machines, and the intricacies of the procedure
itself with Jomon Kuriakose, one of the managers of the institution. As we
talked, we moved along the rows of beds, and then retraced our steps to end up
in our original position. Occasionally, Kuriakose would lift his arm and
gesture at a component of one of the machines, and, in his lilting Malayali
accent, deliver a lucid explanation of its operation. During the breaks in our
dialogue with Kuriakose we could discern the soft whirring of the
air-conditioning machines in the background. When Kuriakose was satisfied that
he had demystified – to the best of his abilities – the functions of the
dialysis apparatus, he took leave of us and retired to his position at the
reception. It was but a couple of
minutes after his departure that the glass door of the ward swung open, and a
tall man clad in a dhoti and a shirt walked in. His gait served to distinguish
him immediately from the other men who might have been accoutred as he was: his
stride was short, slow and measured; it was not purposeful and nor was it regal
– it was the stride of a defeated man. At glance at his eyes told me
immediately that such was indeed the case – the fire that burns in my eyes, in
your eyes, in everybody’s eyes, had, in his eyes, faded to a dim, reticent
glow; dull, and almost totally obscure by the sadness contained in his
He walked past us and, with the air of a man well accustomed to what he
was doing, he slowly slid into the last bed from the wall opposite us. He
slowly unfolded the blanket at his feet and draped it over himself in a manner
that told us he had done it many times before. He held out his right arm and patiently
waited for the nurse to connect him to the machine that was the closest to him.
While Shekar, as we later learned his name to be, was being handled by
the nurse, we heard the door behind us creak again. The newcomer had exactly
the same gait as Shekar. His eyes too, no longer burned with the fire of life.
They told a miserable story of grief and illness; of reduced circumstances; of
pain and fatigue. The chubby cheeks that one playfully pinches on the face of a
child were, on this man’s face, the symptoms of failing kidneys. Disturbed and
unnerved, I turned around to see my companions and Roopa Aunty striding towards
the bed of that other unfortunate, Shekar.
We stood together beside his bed as Roopa Aunty softly asked him if we,
as students and teacher, could ask him some questions about the history of his
illness and of his life. He assented with the slightest of nods of his head.
Shekar was Tamil, and hence Roopa Aunty asked him questions in that same
language. As they spoke, the story of his life unfolded in our heads, painting
grim pictures, not unlike Rembrandts, in our minds—
Shekar was, judging by the ages of his children, aged between thirty and
forty years. His two children, of ages five and three years, get their
respective stomachs through the labour of their mother. He (Shekar) used to
work on a daily wage basis, but was forced to leave his job after his dialysis
began. He had earlier spent fifty thousand rupees on dialysis at St. Johns
Hospital, and had come to know of Sarvagna Dialysis Centre only later. Now,
dialysis is free for him, but he is not likely to be able to resume work in the
While Shekar’s life story was unfolding, he made soft, restricted,
gestures with his arms. As my senses absorbed all the information they were receiving,
I tried to imagine what it would be like, as a poor man, to have to undergo
treatment such as dialysis three times a week, for four hours each time.
From where did he get the courage to plod all the way to the dialysis
centre three times a week, when each time he knows that he will have to come
again only two days later, or face the pain and fatigue? Are not the dim motes
of light in his eyes the ghosts of a once bright flame; remnants of the past
that might, at any time, vanish, along with his spirit? Is not going to the
dialysis centre the only thing that he can do for the rest of his life until he
What a gift the simple cardboard box is! We make it a point of saving all the cardboard boxes we can put our hands on. From making impromptu trucks or carriages to sit in to houses there are many, many ways with cardboard boxes!
Cardboard lets them fly with their imagination. The children create many stories together with their props made out of cardboard and can play for long periods of time.
Is math a science or is it art, or is it a religion like Calvin says?
According to the Oxford English Dictionary, Art is the expression or application of human creative skill and imagination, typically in a visual form such as painting or sculpture, producing works to be appreciated primarily for their beauty or emotional power. Science on the other hand, is the intellectual and practical activity encompassing the systematic study of the structure and behaviour of the physical and natural world through observation and experiment. Does math fall into one of these two categories?
Now, this a difficult thing to say because the very definitions of science and art are so broad and complex altogether. For example, if I take a vase, fill it with flowers and place it against the sun onto the floor in an empty room, what would you have? It will form a very pretty shadow on the wall. And then again, it will demonstrate that it is the nature of objects to cast shadows onto flat surfaces when light touches it!
So a work of art (which again is our opinion/idea of what the word ‘Art’ is) would also explain some laws of the physical world. The reverse is also true, when a scientific fact demonstrates a sublime visual beauty in physical forms.
Math or geometry is a basic component of art; when an artist has to reduce what he sees with his eyes to fit a canvas, he uses a scale, ratio, perspective, proportion, all of which falls squarely into the domain of mathematics. But with the help of all that the artist creates something which goes beyond all these concepts. So Art seems to be Math+something, and in itself, Math is not an Art.
In the same way, Math in itself cannot be a science because a number or a bunch of numbers and signs in itself does not prove or give a thesis for the physical world or even explain it fully. So it is a tool for art and for science!
The unit for Mathematics is numbers. Now, numbers is an idea that came from living creatures. We use it in order to measure quantities and structure things a certain way. Numbers, or any of the concepts of quantification, don’t simply grow from the ground or hang from trees!
I personally feel that Math is a language or maybe when it comes to science you could say it’s a tool! I think that mathematics is a language because I see it being used as a form of communication. It has its alphabets (the numbers), it has a structure and syntax, it is used to measure and describe objects, spaces, actions and processes. It is used to communicate concepts. Only, unlike other languages, it is a system of ideas or concepts.
Some famous quotes that helped me think:
Pure mathematics is in its way, the poetry of logical ideas. –Albert Einstein
Mathematics is really a liberal art if you look at it from a slightly different point of view. –Steve Jobs
Mathematics possesses not only truth, but supreme beauty — a beauty cold and austere, like that of sculpture. –Bertrand Russell
Ordinary language is totally unsuited for expressing what physics really asserts, since the words of everyday life are not sufficiently abstract. Only mathematics and mathematical logic can say as little as the physicist means to say. –Bertrand Russell
Everything that can be counted does not necessarily count; everything that counts cannot necessarily be counted. –Albert Einstein
But there is another reason for the high repute of mathematics: it is mathematics that offers the exact natural sciences a certain measure of security which, without mathematics, they could not attain.—Albert Einstein
Numbers, even whole numbers, are words, parts of speech, and mathematics is their grammar. Words and numbers have no existence separate from the people who use them.—Carl Eckart
In early December 2014, a group of ten tiny tots ( ages 6 and 7) were accompanied by two teachers on a three day visit to Thiruvannamalai. We were in time for the mela at the Marudam school and there was eating, watching performances, face painting, rock climbing, weaving, painting and much more! We were super thankful that Arun anna and the Marudam family made our stay so comfortable and we felt at home. me. Our favorite time spent was in a children friendly park that Govinda and his team have carefully created.
Opportunities to connect with the world outside of the
familiar family and school is a great platform for learning!