The missing art of story-telling in education

 

 

 

THE session of story-telling as a tool in education went off well. The speaker created word-picture on great story in the history of ancient India -- to which the audience of teachers responded very well. Many from the audience later confided with the speaker that they agreed with his assertion of story-telling as a great educational tool. Most also agreed that they would use the tool in their classes later on. Overall, it was a happy experience. That the speaker was loud-thinker, was another story, but the essence of the experience was that if revived in the right form and spirit, story-telling can really prove to be a great educational aid at all levels in schools and colleges. Unfortunately, this art of story-telling has almost gone missing from our curricular learning.

 

 

The larger community of educators almost seems to have forgotten the art or its importance in effort to impart quality education. This is a saddening thought, though. However, no teacher will admit that he or she does not resort to story-telling as a matter of regular practice in their pedagogy. That is also saddening, so to say. Over several years, the loud-thinker has met countless thousands of teachers across the central Indian landscape. He has also visited countless numbers of schools and even colleges for story-telling sessions for children. And after each of those sessions, students throng around him after the session urging the loud-thinker to come again for similar sessions. Many youngsters also accuse their teachers and parents of not telling them meaningful stories in an exciting manner. This proves beyond doubt that stories can hold people’s attention better and communicate a message far more accurately and meaningfully and excitingly. Yet, this art is on the wane in our educational system.

 

That is most unfortunate. In fact, stories should become an integral part of the sanskaar at home as well. Yet, whatever has happened in schools and colleges has happened more pronouncedly in homes. Teachers may agree that they should revive story-telling as an educational tool, but the elders in the family may not. The loud-thinker has often found himself shocked when he sees mothers switching on their mobile sets and place the gadget in front of the child to get him/her engrossed in something, and then feed him or her dinner or lunch or any meal. Instead of doing that, mothers would do well to tell stories personally to their little ones. But in the world of gadgets, human effort and component appears to have lost its importance. That is so very sad, so unfortunate. Yet, it is time we -- as a society -- thought of reviving story-telling as a great parampara (tradition) on whose shoulders education in ancient India stood. The loud-thinker can only venture to suggest this.