My experiences from childhood to today have increasingly reinforced my belief that we prioritize studying over actual learning. People in rural areas, who may not have formal education but apply their common sense, often possess better wisdom than those in urban areas, who accumulate degrees, attend numerous seminars, and participate in TV debates, eventually becoming media personalities. A prime example of this is how rural folks speak in terms of cardinal directions—north, west, east, and south—while urbanites, despite being taught this in primary school, often rely on terms like right, left, and straight, which can be directionless. This is evident even though everyone now has access to smartphones, which could help with this.
Similarly, traffic rules are taught but not truly learned, particularly by the wealthy class. We study geometry extensively, yet we don’t apply it to town planning, the design of houses, fabrics, or even food. We study arithmetic and algebra and score high marks, but we don’t learn the practical aspects of budgeting or applying algebra in real-life situations. Likewise, we study physics, chemistry, and biology, but fail to learn how to install streetlights, make tea or beverages, or use biological knowledge to care for flora and fauna. This lack of practical application is visible in roadside plantations and drainage systems, which could otherwise save human and non-human lives.
Unfortunately, I was more interested in learning than just studying, which made neither my peers nor my seniors comfortable, and I was also dissatisfied with the syllabus and the teaching methods. The lack of proper order and sequence in both the curriculum and teaching is evident from the products and processes we invent and discover, with the exception of a few legends who succeeded due to their self-learning instincts, like Verghese Kurien of Amul and Raj Kapoor in the film industry (with his motto, “The show must go on”).
I studied accounts under a great teacher for two months, and his orderly teaching profoundly shaped my understanding of numbers and balance sheets. I also passed the Civil Services Mains, but was surprised by the structure of the syllabus, which required less critical thinking and logical conclusion, favoring rote memorization instead. This is reflected in our nation being widely governed by civil servants, with elected representatives often bearing the brunt of public outcry or receiving accolades.
For instance, initiatives like the Skill India Mission, river cleaning efforts, Swachh Bharat, and the promise of 100 smart cities fall short of expectations. They lack the macro skills necessary to negotiate better deals for the nation in various agreements and treaties. Although we study economics extensively, its application in business, production, banking, and money management is minimal. Often, decision-makers lack an understanding of basic terms or how to align those terms with practical work.
The rise in NPAs and industrial unit failures points more to banking failures than industrial shortcomings. Loan products are not designed in alignment with the nature of businesses. The creation of cumbersome processes and numerous laws shifts responsibility from institutions to individuals. Despite all managers and officers studying Taylor’s and Fayol’s principles for first-line management and administrative management, I saw little evidence of these principles being applied in the organizations where I worked.
