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«Published Annually Vol. 6, No. 1 ISBN 978-0-979-7593-3-8 CONFERENCE PROCEEDINGS Sawyer School of Business, Suffolk University, Boston, Massachusetts ...»

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Hence, at this juncture all our academic institutions (both private & govt.) should carefully plan for the future and must ensure that equity and access to quality education, professional excellence, interdisciplinary research, and diversity management are expressed as the core values/missions of institutional climates and academic cultures. From time to time they should conduct the diversity audit to evaluate how diversity is constructed, utilized, and embraced within existing interdisciplinary units and academic programmes. Our colleges and universities must review their mission statements, planning documents, assessment procedures, and budgets to ensure that quality and diversity are constructed as genuinely central to academic excellence. They must ensure that there are systematized opportunities for diverse people and perspectives to come together to ignite innovation and drive discovery in the interdisciplinary areas of study. In this context we can adopt some reforms (also suggested by Newman et al. 2004) with regard to the public purpose of education system, such asTo improve the quality of teaching and learning so as to ensure the domain knowledge as well as soft skills required for the workplace.

2) To provide access to quality education and equal opportunity to all races, ages, ethnicities and socio-economic backgrounds and ensure the commitment for active participation in civic and social life.

3) To serve as an avenue of social mobility for disadvantaged and minority citizens and as a place of open debate of critical issues.

4) To educate and prepare high quality teachers and educational leaders for all levels of education.

5) To undertake high quality research and scholarship as well as promote its implementation for social benefit.

6) To bring the benefit of acquired knowledge and skills to the community through outreach, partnership and service.

However, for bringing about all these reforms we need to nurture the right kind of leadership in the schools, colleges and university in our country. Till date we were talking about the change leadership or transformational leadership in organizational set up, but now we need to develop the total turnaround/academic leadership of many prominent educationists/researchers/policy makers in our country. Being the life-long learner and entrepreneur they can share with the present generation of students all their knowledge, skills and experiences and develop the leadership competencies to enter into the world of work, and face the future challenges with more confidence and power.

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Anderson, G.L. (2009). Advocacy Leadership: Toward a Post-reform Agenda in Education. New York: Routledge.

Apple, M. W. (2004). Ideology and Curriculum. New york: Taylor & Francis.

Apple. M. W. (2009). Foreward. In C. A.Torres (ED.), Globalizations and education: Collected essays on class, race, gender, and the state (pp. ix-xix). New York: Teachers College Press.

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Basiga, B. (2004).Globalization and peace education. Canadian social studies, 38(3), Accessed may 30,2009 at www.quasar.ualberta.ca/css/ Daniel, J.(2007, February). The expansion of higher education in the developing world: What can distance learning contribute? Washington, DC: CHEA International Commission Conference.

Fullan, M., & Scott, G. (2009). Turnaround Leadership for Higher Education. Jossey-Bass, John Wiley & Sons. Available at www.josseybass.com

Gabbard, D. (2003). A nation at risk – related, part-1, Journal for Critical Education Policy Studies, 1(2).Available:

http://www.jceps.com Conference papers © Knowledge Globalization Institute, Pune, India, 2012

Giroux, H. A. (2005). Schooling and the struggle for public life: Democracy’s promise and educations challenge. Herndon, VA:

Paradigm Publishers.

Gurin, P. (1999). Expert report of Patricia Gurin, in The Compelling Need for Diversity in Higher Education. Gratz et al. v.

Bollinger et al., No. 97-75321 (E.D. Mich.), and Grutter et al., v. Bollinger et al., No. 97-75928 (E.D. Mich.). Ann Arbor: University of Michigan.

Hindustantimes Leadership Summit, December 2-3, 2011.www.hindustantimes.com/htsummit Homer-Dixon, T. (2006). The upside of down: Catastrophic, creativity and the renewal of civilization. Toronto: Knopf.

Hurtado,S.,Milem,J.F.,Clayton-Pedersen,A.R.,& Allen,W.R.(1999). Enacting Diverse Learning Environments: Improving the Campus Climate for Racial/Ethnic Diversity. ASHE/ERIC Higher Education Reports Series.

Kirp, David L. (2003). Shakespeare, Einstein and the bottom line: The marketing of higher education.Cambridge, MA: Harvard University Press.

Lakoff, G. (2006). Whose freedom? The battle over America’s most important idea. New York: Macmillan.

Milem, J.F. (1997). Key Educational Outcomes of Diversity for College and University Faculty. Cambridge: Harvard Educational Publishing Group.

Murakami-Ramalho, E. (2010). Educational Leadership in a changing world: Preparing students for internationalization and globalization through advocacy leadership. In New Perspectives in Educational Leadership: Exploring Social, Political and Community Contexts and Meaning, Sonya Douglass Horsford (Ed.). Peter Lang publishing, Inc., New York. www.peterlang.com Newman, F., Couturier, L., & Scurry, J. (2004). The future of higher education: Rhetoric, reality, and the risks of the market.

San Francisco: Jossey-Bass.

Nimon, S. (2007).Generation Y and higher education: The other y2k. Journal of Institutional Research, 13(1), 24-41.

Ropers-Huilman, R. & Enke, K. A. E. (2010). Diversity and Interdisciplinarity: Exploring Complexities at the Intersections of Academy. In Managing Diversity: (Re)Visioning Equity on College Campuses, T. Elon Dancy II (Ed.). Peter Lang Publishing, Inc;

New York. www.peterlang.com Wakai, S.& Milem, J. F. (1996).Understanding How Faculty Teach: Facilitators and Inhibitors of Student- centered Pedagogy.

Paper presented at the annual meeting of the Association for the Study of Higher Education.

Education always has had a huge meaning in our life, seen as a driving force behind our life’s success albeit what was perceived as life’s success in the past is totally different from today. And the focal point of true education had been and continues to be an enlightened and transformational teacher who can transform the student by destroying his darkness born of ignorance with the shining lamp of knowledge, while educational institutions, educational policies and teaching pedagogy are only supporting accessories.

Undoubtedly the entire education system based on traditional knowledge, focusing primarily on the development of consciousness for both namely teacher and student was the crux of success. During our rich ancient era the foundation of education was in tune with its etymology. Education stems from the Latin word educere; ‘e’ means ‘out’, and ‘ducere’ means to ‘lead, draw or bring.’ So education means to lead, draw or bring out.

Asato ma sadgamaya, Tamaso ma jyotirgamaya Mrutyorma amrutam gamaya O Lord, lead me from the unreal to the ultimate reality, from the ignorance to knowledge and from the death i.e., from the body(which is subject to death) lead me to the immortality(Atma-Brahma – which is reality).

This is the edifice on which our ancient education system in Indian soil was built that naturally resulted in human evolution.

The traditional wisdom provided direction for every action based on preyas and sreyas Overall the complete education was a roadmap towards fulfillment of life’s purpose while taking care of economic necessities and happiness quotient. As it was life oriented it naturally instilled dignity and respect for life in the learner as well as teacher. There was individual responsibility undertaken to pursue teaching profession within one’s full capacity as a selfless act of service. Transformational teacher and transformational learning was inherent to all ancient traditions that were based on observation, reflection and assimilation and critical self inquiry into one’s own beliefs and assumptions. Recurrent stress before examinations, depression after declaration of result or any type of persistent psychosomatic lifestyle disorders were unheard of either among students or teachers 30 Brihadaranyaka Upanishad 1.3.28 31 Immediate beneficial, that meets immediate purpose 32 Ultimate beneficial that leads to human evolution based on self-growth.

Conference papers © Knowledge Globalization Institute, Pune, India, 2012 community in the education system based on traditional knowledge. Moreover, the quality of education was very high. The teacher’s temperament naturally motivated the learner to perform actions based on his virtuous beliefs. The authors feel if the modern education system can draw insights from traditional knowledge with regard to transformational teacher and the genuine purpose of education, then it will be able to positively address several plaguing issues associated with present education structure.

2. Rationale for present study

When we peek into the history of India it can be seen that the confluence of several eastern traditions was one of the beacons to impart value education. The colonization of Indian soil changed its approach towards education, that even after independence, the model remains dominant. Post-independence, under the impact of industrial revolution and later with advancement of science and technology alongside globalization the education system in India has undergone changes in leaps and bounds. Today’s education is frequently marked by changes at regular intervals in tune with benefits provided by revolutionized science and technology. While technology has had its positive impact, it has had its downside too. Within these changes is also embedded the mechanistic and non-sentient temperament of technology taking students and teachers alike far from respecting life and their responsibility in this cosmos, resulting in collapse of sane human values. Today the education sector is multifaceted and appears fragmented and incomplete. It is difficult to ascertain the exact goal of education or the goal of teaching profession as it is primarily seen as a means to earn a good living. A teacher is identified by his/her scholastic credentials, but his /her action on the whole does not sometimes reflect the ‘Wisdom’ and ‘Maturity’ gained through education. Any changes in structure or policies or syllabus are reluctantly received at teacher’s end, which sometimes brings a negative impact in their mindset. They perceive, what started as a passion and loving profession now brings stress in their life.

This temperament has natural implications in their productivity affecting student teacher relationship. As a result the students don’t undergo real transformation or evolution even after obtaining good education from academically qualified teachers.

In the background of the above and with a view to throwing light on the subject from a practical perspective where continual learning, global exchange programs and syllabi changes are part of modern education system, an analysis was made largely considering India as an example to evaluate the nature of teaching profession and the temperament of teachers towards the profession under current scenario and the need to have a transformational teacher. While attempt has been made to understand the transformational teacher from modern theoretical perspective (Burns 1978, 2003 and Bass 1985) the authors strongly feel a real transformational personality has been more eloquently explained in our ancient wisdom based on eastern traditions and the same is explored sincerely in this paper to help build a real transformational teacher in order to guide the current education culture.

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This research paper studies the impact of technology and perverted globalization on the education system and subsequently on teaching profession and its changing and negative influences on the profession and the relevance of ancient wisdom in a true globalized context and further its relevance to restore the noble teaching profession.

33 Pre-independence in India, a matriculate was competent and eligible to run a high school. His mental and physical health was sound. His life was based on simplified living. His service of sharing knowledge was rooted on progressive transformation of inner self towards self-realization; hence the meager salary or different accompanying problems associated with his teaching profession did not deter his teaching spirit. In addition he volunteered to give free education to the poor after his official schooling hours ( Source: Author’s father C.S. Ranganathan) Data and information for the research study were gathered from secondary published sources viz., books, newspapers, periodicals, journals, web sites, etc.

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Findings of the study have been classified under following headings i. Impact of Technology and perverted Globalization on teaching profession ii. Abuse of teaching profession iii. Need for transformational teacher iv. Transformational teacher based on Traditional Knowledge systems

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The fever of ‘Globalization’ has motivated practically every reputed workplace including education sector in our country to improve it’s infra structure that is technology driven, include continual training program to update skills to adapt to newer technology and improve varied soft skills to fit into the umbrella of ‘Globalization’. But we need to know that ‘Globalization’ is not new to human culture. It is ingrained in Indian philosophy since time immemorial and present globalization appears to be a perverted version of ancient Indian concept “Vasudhaiva Kutumbakam”. Based on organic world view in contrast with current mechanistic world view, the entire human community lived and supported one another through exchange of trade, education, culture and agriculture in the spirit of one family or as integrated parts one Whole unit. This inclusive web of sacred humanity culture is thus expressed in “Vasudhaiva Kutumbakam”; the whole planet is one family.

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