Dear Friends and Students,
Recently, I received a question from an educator: Should
institutions hire traditional teachers or teacher-mentors, especially
considering technological advancements and the prevailing culture among the
youth? The question
may seem simple, but the answer requires deep thought. Traditional teachers are
primarily responsible for imparting knowledge within a structured academic
setting. However, Teacher-Mentors go beyond academic instruction; they provide
guidance, support, and personal development, aiming for the overall growth and
well-being of the mentee.
Yet, this leads to another intriguing question raised by the
educator: Can Teacher-Mentors effectively serve a 1:20 ratio of mentors in a
classroom setting today? This is a valid concern, and I couldn't provide an immediate answer.
However, during a subsequent discussion with a family friend, a promising
solution emerged.
Consider the analogy of Lord Krishna's guidance to Arjuna in
the context of the Mahabharata. Out of 106 cousins (100 Kauravas, 5 Pandavas, 1
Karna), Lord Krishna chose Arjuna. This decision wasn't a reflection of others' qualifications
but rather the result of multiple parameters set within this mentoring context.
There was a profound spiritual connection between them, and Arjuna displayed
unwavering faith and trust in Krishna's guidance. He readily accepted Krishna's
teachings and advice, making him an ideal recipient for Krishna's divine
knowledge and plans—an embodiment of wisdom and action.
Similarly, another story serves as an analogy for the
Teacher-Mentor role.
A group of children is playing near two railway tracks—one in use and the other
non-operational. Most are playing on the operational track, while only one
child plays on the non-operational track. Faced with a dilemma, the signal
master must decide whether to change the train's course to the non-operational
track, sacrificing the lone child, or let the train go on its way. The lone
child made the right decision to play in a safe place, while the others, though
aware of the danger, chose to play on the operational track. The signal master,
after thoughtful consideration, decided to let the train go on its original
track, thus protecting the genuine boy.
Universities should realize that with the advent of AI (or
ANI - Artificial Narrow Intelligence) in its current form, it is capable of
performing specific tasks. Scientists are gradually directing their efforts towards AGI (Artificial
General Intelligence - similar to the capability of a human being) and ASI
(Artificial Super Intelligence - beyond the capability of a human being).
In this scenario, students have numerous teaching resources
at their disposal.
Professors need not prepare all of them; they can leverage the assistance of
AGI/ASI for any research needs at the university. As AI progresses, industry is
likely to conduct more research than universities, given the resource-intensive
nature of AI. Nevertheless, universities will always be a helping hand to the
industry.
In this context, a knowledgeable teacher or an extraordinary
researcher may not be the sole solution for university students. Could the role of a
Teacher-Mentor be a great savior? This role entails a commitment to
lifelong learning, inspiring students to embrace continuous self-improvement
and adapt to a rapidly changing world.
Do you agree?
Ravi Saripalle
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