Based on the discussions during the course of the workshop, four main categories emerged- social, economical, cultural and traditional and political. The students were again divided into groups of four, each working on a selected category.

What was interesting to observe was that each group developed their own way of working and researching. While one group used performance as a way of showcasing their scenario, another used music live streamed from youtube to enhance their spoken presentation.

All groups adopted a unique way of researching and arriving upon their respective scenarios. They used their personal experiences and opinions, online research as well as spoke to their peers to develop their narratives. Working as a team was also a new and interesting experience for them which they had approached collectively or by dividing specific tasks between each other depending on their strengths and weaknesses.

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The Traditional world 2050

The students developing their vision of the future keeping in tradition and culture in mind, imagined it to be inspired from the past. Mapping the growth in the popularity of Indian traditional medicine, yoga and living systems, the students felt these would influence our future lifestyle immensely. They created a future elaborating on five elements

1) Language, traditional knowledge and Indian history

2) Art and design

3) Food entertainment and festivals

4) Heritage and mythology

They envisioned a culturally dynamic 2050, where they would be celebrating confluences of sorts. Festivals would combine from the east and west to create hybrid celebrations. Holi (festival of colors from India) would merge with Halloween to create ‘Holiween’. Similarly, traditional knowledge systems and sciences would combine to create better and more powerful systems. Languages too would merge to create a new common language.

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The society of 2050

‘After the 3rd World War, the humans decided to part ways- Techno freaks-the dwellers of the skies and those who lived on Earth in villages. But one thing they both agreed upon was an eco-friendly way of living. The people of the Earth lived the way Indians did before the British rule and the Techno freaks used gadgets which ran on solar energy, flying cars which emitted H2o, vapour etc. All religions lived in harmony with each other. Marriages were still prevalent  and babies were born through the natural process. In the techno world, babies were born genetically and people ate  food pills instead of  cooking fresh meals.’

The final scenarios developed by the sixteen students of Chinmaya Mission Vidyalaya are extremely informative and valuable. They are an insight into how young Indian students see themselves and the world around them grow over the coming decades. It showcases the kind of value system a country and a society like India would learn and strive from. These scenarios are also an indication of how the educational system in India needs to evolve and change and what steps can be taken to guide the thinking of young fertile minds in the country.

The students imagined their future a unified one but also of diverse living choices. Ruled by a common interest of preserving the planet and holding onto aspects of human behavior that were important to them, they imagined science and technology playing a major role in creating this ideal future in 2050.

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Economy of 2050

‘Welcome to this world. We are a galaxy which has no nation, no racism, no caste and no religion. We are all one.’

The protagonist of this scenario is unhappy with this scenario. The students of this group developed their future focussing on the economic scenario. The main character, a 16 year old lives in a world which is plastic. The world has been re-designed keeping in mind the economic benefits. Food is grown on another planet and animals are raised in another. Mars too has been occupied by humans and business is conducted between both the planets. Nations have a single currency on which the world runs.

‘Ahhmm..I wish I had some reality in this world. I wish I could go for scuba diving or to a wildlife sanctuaries. I wish these creatures existed in our life today. I have seen videos about people having fun with dogs, but I can’t.’

The students of this group imagined their future to be a mechanical hence grim one. One researching and realizing how important economics is in today’s world, they felt that the world would only become a machine where needs were met via processes and ways that may not necessarily be natural or normal. Focus would remain on making this work rather than making things enjoyable and human.

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The World Unified.

‘ Adi is a 15 year old Indian living in the human continent on Earth. He is playing virtual football through his image generator. But the game suddenly pauses…Adi listens to the voice of his grandfather Dr. Pranil Ghosh, representator of the Unified Government (UG).

Grandfather: ‘Enough of this virtual football that you are playing. Now it is time for your virtual study lessons.’

Adi: ‘But I don’t feel like studying today Grandpa…’

Grandfather: ‘Adi, it is vert essential that you study regularly.’

Focussing specifically on the political future of the world, the students envisioned the 2050 to be ruled under a unified government, where every organism and machine would have equal representation. The issues of concern would be to maintain and create this balance. Animals, robots and humans occupied certain part of the planet designed and maintained specifically for their needs. Climate, environment and sustainability were the prime concerns of this Unified government and its members called ‘PUG’ (person of unified government). Young people still did not play an active part in politics and it was confined to the elderly.

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Although the participating students of Chinmaya voiced this as a major concern and expressed a need for young people to become a part of politics in India, they did not see it change in the future. They however felt that it would become imperative for governments all over the world to work together and rule the planet instead of countries.

StoryCubes are a tactile thinking and storytelling tool for exploring relationships and narratives. Each face of the cube can illustrate or describe an idea, a thing or an action, placed together it is possible to build up multiple narratives or explore the relationships between them in a novel three-dimensional way.

It was essential to tie together the four days of the workshop using storycubes. Students created their cubes of identity on the very first day and another cube of their future identity on their last day. Creating a mountain of their collective identity on both these days gave them a sense of being part of them group. Also being able to view all their cubes together encouraged students to make immediate visual connections between their    ideas and ideas of their classmates.

The eBooks were specifically designed to take the students through the different workshop activities. While they acted as their personal journals (eBook of Ideas), they were also tools for them to compile their ideas together. Students were asked to use eBooks as platform to reflect over the proceedings of each day. Although a fun and interactive way of learning, they were made to realize that the activities through the day were serious and integral for them to critical analyze and document.

Here are some of the filled ebooks

It was also essential for the students to critically think and articulate the role these elements would play in shaping their future scenarios.

This activity led to an intense discussion and debate that revolved around

• Tradition knowledge, the lessons that are attached to it
• Oral tradition as an integral part of our social and cultural learning and knowledge.
• How would our evolving cultural and social structures change these elements?

The particpating students of Chinmaya Vidyalaya worked together to re-define and make Indian mythology relevant to them. Using performances, music and craft materials, they created stunning visual scenarios of their chosen characters as they had exisited in their times and how they imagined them to be in 2009.

Given below is the activity brief and the fantastic outcomes.

Continuing from the previous discussion of Indian Identity, we will select a character that is from Indian Mythology. The class will again be divided into two groups and each group would choose a character from the following list

1. Hanuman
2. Shakuni
3. Bharat
4. Surpanakha

Based on their choice, the groups would be the asked to develop the character as they have learnt and understood them. They would then be asked to project them in 2009.

Things to keep in mind while developing these characters would be:

• Appearance
• Character sketch
• Profession
• Friends circle
• Language

Group one: Hanuman

Hanuman, the monkey God and Rama’s most loyal disciple. Hanuman played a crucial role in winning the battle against King of Lanka Ravana. Performing great feats, Hanuman is an archetype for loyalty, wisdom, friendship and kindness. In 2009 Hanuman would be a popular media icon. Women would find him desirable and he would be friends with the biggest celebrities of the country. No longer under Rama’s shadow, he would still possess all the qualities he did in Ramayana. Hanuman would speak in Hinglish and apart from being a media personality, he would work for the army and work for the benefit of society.

This group re-defined this character and his story based largely on values and personality traits that we find acceptable and desirable in our society today. They clearly showcases aspirations and values we harbor as young Indians living in a growing yet traditional society in India.

You can read more about Hanuman here (http://en.wikipedia.org/wiki/Hanuman)

Group two: Shakuni

Shakuni was a character from the epic Mahabharata. He was a greedy gambling uncle of the Kauravas who played a major role is defeating the Pandavas in a game of ‘Shatranj’. Shakuni was a villainous character but in 2009, he was projected as a successful gambler. Living in Las Vegas, he had started a famous casino and used his skills of manipulation to cheat people in order to get rich. He spoke in English and continued to lead a life similar to the one narrated in Mahabharata.

Students found the character of Shakuni hard to place in an Indian scenario. His lifestyle, mannerism and even his value systems were similar to that of someone perhaps living in Las Vegas than someone in India.

You can read more about Shakuni here (http://en.wikipedia.org/wiki/Shakuni)

Group three: Bharat

Bharat was the character in Ramyana, after who our country is named. He was asked by Rama to rule Ayodhya when he was sent off on an exile for 14 years. Bharat however like Rama, was an ideal man. He was honest, good and just and loved Rama deeply. However, in 2009 Bharat played a different role. The students created an entertaining, modest and ‘real’ impression of Bharat as he would be now. Bharat was hard working and he lived in luxury. He possessed the latest gadgets and cars and enjoyed being the ruler of his business empire. Unlike the Bharat who handed over the entire kingdom on Rama’s return, the 2009 Bharat fought for his rights over the empire he had worked so hard to build and maintain. A very modest, real and hard hitting scenario, with an honest showcase of how our community and society functions today- it really is a jungle out there where only the fittest survive!

You can read more about Bharat here (http://en.wikipedia.org/wiki/Bharata_(Ramayana)

Group four: Surpanakha

Surpankha was Ravana’s sister in Ramayana. She was described as a large demon who met Rama and Laxman in the jungles, while the two princes were on exile from Ayodhaya. Surpanakha was taken in by Rama’s good looks and approached him only to be defended by Laxman, who reacted by chopping off her nose. Surpanakha then complained to her brother Ravana, who in order to avenge her sister, kidnapped Sita leading to a war between Rama and Ravana. In 2009, Surpanakha (now named Dominique) was a high school student who was also taken in my Sita’s (named here as Sarah) boyfriend Rama (names here as Riley). She too made attempts to steal Riley away from Sita, leading to a nose accident, which is promptly got fixed by getting a plastic surgery!

The students once again created an interesting and imaginative narrative, re-defining mythology and making it relevant by drawing from their personal experiences. This scenario also indicates the influence of media in the visual representation of the story as well as a strong inclination towards western from of story telling (for example using English names)

You can read more about Surpanakha here (http://en.wikipedia.org/wiki/Surpanakha)

‘

‘Articulating Futures’ has been an immensely successful workshop. It has not only been a great learning experience for me as a creative thinker but also for the students. It is also the first of its kind in India, inviting young students to future forecast and learn using tools such as Ebooks as storycubes.

Since it addresses issues that are relevant not only to students but to institutions that shape their thinking, it is integral to weave this workshop as a series through an academic year. It also outlines a clear need for educational institutions to collaborate with creative thinkers and practitioner.

We would love to do these workshops with students in various schools in cities in India and abroad and would be keen on receiving funding or sponsorship of any sort.

Please contact me at niharika.h@gmail.com for any questions or queries that you might have or just drop in a line to say hi! I would love to hear from you.

Thank you!

Articulating Futures can be visualized as an open space, which can be given shape and personalized by its participants. It was specifically designed to be this way so that young students could express themselves freely, more creatively and without any restrictions (which is quite opposite to our current education system).

One of the key insights was the need for creative practitioners to collaborate with educational systems. Quoting from the inspirational talk that Sir Ken Robinson gave at TED (http://www.ted.com/talks/lang/eng/ken_robinson_says_schools_kill_creativity.html) ’We are educating students out of their creativity’. As they grow older our system entirely starts focussing only on our brain and not the rest of the bodies. As a result even though each child has his/her unique way of learning, they are compelled to fit into one standardized structure. Many are already aware of this, which is why there are a lot of progressive schools that are emerging across the country. However, focussing primarily on the standardized form of schooling (which is more popular) in India, there is a dire need for creative inputs and teaching tools to enhance and encourage learning.

What is interesting to observe is that the students at the workshop were aware of this need. They realized that there was a necessity for more creative inputs and that every student had a different learning curve. However, since they were ‘only students’ there was nothing much they could do to change the system.

‘Articulating Futures’ hence allowed them to explore and investigate their inherent sense of learning.

The second interesting revelation was the notion of right and wrong. There is a common misconception that making a child understand right and wrong helps discipline him/her. So there is a constant input from tutors, parents and adults in general to think in black and white. What this clearly results in is- to put bluntly- the fear of thinking. Students as they progress higher in schools, become very aware of every idea they think might be right or wrong. Wrong is also bad. There is no understanding that an idea that can evolve or grow or attach itself to another idea to become better. This was rather evident in the discussion during the course of workshop. This was also one of its primary goals of ‘Articulating Futures’- to un-learn students out of this notion of right and wrong. It is for this reason, that worked around the idea of ‘Future’. No one knows what the future is going to be like- so how can your idea be right and wrong. Over the days of the workshop, students were encouraged to think beyond this notion and hence explore ‘out of the box’ concepts and ideas.

The most valuable outcome of this workshop was to realize the importance and the need to work collaboratively with artists and designers to enhance learning. Young Indian students essentially have books and their tutors as the two primary knowledge sources. However, as students pointed out, there is no connection between what they learn in schools and the knowledge they need to function in the world.

What is interesting to note is that students spontaneously began to make connections between their learning inside and outside the institution by developing future scenarios and thinking about their identity.

Allowing creative spaces like ‘Articulating Futures’ to exist within the academic structures can surely bring about a much needed synthesis between progressive learning, creative and critical thinking and structured educational institutions.

The workshop packs were an integral part of the workshop. They were carefully designed to weave into the natural flow of activities essentially acting as tools for students to use for expressing and documenting their responses and reactions.

Through the day’s discussions students were asked to reflect and articulate their sense of identity in the current and future scenario. They were asked to critically debate their perceptions of the current changes in the economical and social context. Questions from the Ebooks and Storycubes initiated them to think about the above concepts.

1. Which elements of  your culture and tradition, do you think are integral to your identity as a young Indian?
2. Which cultural and social elements would you discard as irrelevant as a young Indian?
3. Which such cultural and social elements would your grandparents and parents discard and retain?
4. How do you think the written script of Hindi would change in the future?
5. Do you think our traditional knowledge like our ‘Vedas’ or our ‘Mythology’ is going to become irrelevant? Is that going to make a difference to us at all in the future?
6. Do we think traditional sciences are not as advanced as modern sciences?
7. Does technology help us think more creatively?
8. What is the impact of western influences on our vision of the future?
9. What would make you different from a 16 year old in America or England? In a western influenced homogenous culture emerging in India, is it important to be different at all?

The pack contained the following

1. An introduction booklet
2. An Ebook of Ideas- to note one’s personal thoughts and moments of inspiration
3. An Ebook of search and research- to write down responses to specific questions discussed through the day
4. An Ebook of storytelling- to help students think more creatively using methods and techniques of narrative and story telling
5. An Ebook of Future- to use as a personal log to create the final future scenarios
6. Two storycubes
7. A craft bag
8. A case study booklet containing articles in both hindi and english for inspiration and ideas
9. A blue ‘Thought of the day’ leaflet for feedback and to map the daily takeaway of each student

The workshop packs were aimed to inculcate the practice of jotting down ideas. They were aimed to encourage students to creatively and collaboratively think as individuals and in groups.

The four overarching themes:

1. Identity- change and evolution
2. Traditional knowledge systems- Oral Tradition and Mythology
3. Language
4. Current economic scenario

Day 1:

Objectives

1. Establishing a rapport
2. Setting a mood/context in terms of identity at a micro and macro level
3. Creating opportunities for interaction and collaboration
4. Unlearning and recreating notions of self with relation to our culture and society, past, present and future

We would do this by watching relevant films like ‘Rang De Basanti’, defining our identities using forms and techniques developed by Carl Jung nad Edward T Hall. Using storycubes and Ebooks designed by Proboscis we would compile the day’s ideas and insights.

Day 2:

Objectives

1. Developing the Indian identity and mapping the change that has come about over the last decade
2. How does this relate to the future?
3. Narrative and scenario building- as tools for learning and comprehending information
4. Talking about issues that are of concern to them in the real world.
5. Relating and applying school learning to issues encountered outside the institution

We plan to start the day by addressing the current Indian scenario as young students.

What happened in India when Slumdog Millionaire got released?

Putting India in the middle and creating a mind map of the current elements that make up our country’s identity.

Using references and examples of Eames report stating the value of traditional knowledge and the emergence of Yoga, We would address ideas and questions below.

• How would that change our identity as Indians?
• What would our future be like?
• Would we start putting our tradition and cultural practices in the center and would western influences become less dominating?
• What will be its impact on our traditional and cultural knowledge systems?

Based on class discussion, we will divide the class into two groups for a  10 minute mud flinging debate on one of the following topics

1. India is not really going to  become the next super power in the future
2. In the future, Indians would become more like global citizens and merge into the western culture
3. There is no need for us to have individually defined identities
4. Our tradition and culture is irrelevant now and will continue to become more so in the future

Continuing from the previous discussion of Indian Identity, we will select a character from Indian Mythology.

1. Hanuman
2. Shakuni
3. Bharat
4. Gandhari
5. Surpanakha

Based on their choice, the groups will be the asked to develop the character as it existed. They would then be asked to project them in 2009 using Diffusion storycubes and E-books.

Day 3:

Objectives

1. Developing ones personal perspective on the topics and ideas that we have covered
2. Using creative and narrative construction elements in classroom teaching
3. Developing skill and thinking to connect and related different issues together

Start the day by showing Jay Walkers talk on English Mania.

Did you know that 14th September was ‘Hindi Divas’ day?

Why is there a need for us to have such a day? why not English day instead?

Class discussion based on the following

1. Hindi as the future language of opportunity
2. What will happen to hindi if our mythology would be translated into hinglish or english (refer to previous days discussion)
3. If India would become the next super power what will happen to our language

Create a post-it map of emerging discussion and ideas

Class discussion based on what makes you unique as a 14 year old Indian in 2009. Class brainstorm and reflection based on all the key ideas and insights that have emerged over the last 3 days. Through this we would identify elements that would feed into the development of the future scenarios.

Day 4:

Based on the emergence of key concepts, students would be divided  into groups of four. They would be ask to depict and create a future scenario based on the following

A day in the life of a 14 year old Indian in 2050.

Keeping in mind what would make him different from another 14 year old in the world.

Students would be asked to consider the following elements.

1. Language
2. Culture
3. Society
4. Religion
5. Food

They would create a storycube collection of ideas and then later develop their final scenarios on Ebooks. Working on future scenarios in selected groups, students would be encourged to refer to material and resources available in the library, talking to tutors, fellow classmates and family members.

They would also be encouraged to use and depict their scenarios through story telling and visual mediums.

‘Articulating Future’ proposes to investigate and explore ideas that concern young people in India with relation to their social and cultural experiences.

Through a series of workshops, we are hoping to map and articulate issues that are relevant and would potentially have an impact on the identity of India and its people in the future.

2.

The series of workshops, would involve 16 year old school students to work collaboratively to create future scenarios based on their current social-cultural experiences.

We are aiming to explore the above through playful and innovative techniques of story telling and scenario building using Diffusion E-book generator.

This generator is designed by artist Alice Angus and Giles Lane. It is an online platform that is used worldwide for people to publish ideas and develop projects in the form of books and story cubes.

Giles Lane is a guest tutor at Goldsmith College as well as the Royal College of Art in London and has developed and used this generator to develop workshops for young students in London.

We are now keen on doing the same in India. In order to achieve this, the generator is now being programmed to be used in vernacular languages such as Hindi and Tamil.

We want to build and develop teaching tools such as the above that would encourage students to try and connect their academic knowledge and learning to critically think, question and voice issues that are important to them.

Through this project we want to demonstrate how creative practices could integrate within the curriculum to enhance learning, thinking and encourage knowledge sharing.

3.

Collaboration

Collaboration is the key to this project. We believe that it is integral to be able to approach any idea or work from multiple perspectives.

Through these workshops we will initiate collaboration between students to work together to share knowledge and exchange ideas.

We are also keen on developing artist and teacher collaboration to create innovative teaching methods and a more fertile learning environment.

4.

Conclusion

The project will demonstrate that integrating creative practices into academic structure can create powerful learning tools. The ability for students to link their various subjects and apply it to relevant issues can develop confidence and critical thinking.

It would be beneficial for the school to be associated with an international art organization such as Proboscis for a more global insight into working with creative learning tools to enhance teaching and interaction between students and tutors.

The first series of workshops under ‘Articulating Futures’, was held at the Chinmaya Mission Vidyalaya in New Delhi. This school had the ideal environment to hold this radical workshop.

‘Keep Smiling is our School motto. This means : be brave and courageous always, face every experience in life with a smile on your face.In other words, be balanced in life under all circumstances joy or sorrow, success or failure, honour or dishonour, prosperity or adversity. This calmness of the mind expresses itself in a smile.’

The above is the motto of the school. Chinmaya School has been inspired by the teaching and philosophy of Swami Chinmaya and has many branches both in India and abroad. Aiming for an overall development, the school follows an educational structure set up by the CBSCE board of India. The school focuses on developing the Indian identity of students, by integrating traditional and cultural practices into the school’s extra curricular activities such as Geeta chanting and festival celebrations.

What is interesting about this school from an outsider’s perspective is the inflow of two very diverse influences. The students are constantly trying to find a middle path between the Indian teachings and lifestyle the school encourages and the western influences that the youth are heavily subjected and drawn to.

The school hence was an ideal place to hold these workshops since the students are battling with this shift in their identity on a regular basis.

To read more about the school and its philosophies, click here http://www.chinmayavidyalaya.in/index.asp