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Learning in a Village

Studies about global warming talk about the need for developing countries to adapt to climate change. The good news is that in India a wide range of mitigation and adaptation measures are taking place. To use the phrase of Augustin, Vienna’s well-loved figure of historical myth, “the situation is serious but not hopeless.” At the end of this article are links to some examples that illustrate various initiatives that are already working. However, with 68% of the country’s population in villages, India needs many more such miracles. My wife and I recently joined a project, started by some local partners, to develop a sustainable school in a village in Tamil Nadu.

The village lies in a green, agricultural area about forty kilometers from the city of Chennai (pop. 8.23 million) in the Chingleput district of Tamil Nadu. Although surrounded by productive farmland, approach roads to this village are so poor as to be almost non-existent. The roads were badly damaged in the extensive flooding that followed the unusually heavy monsoon rains of September-October 2015. Parts of the city of Chennai and the surrounding countryside were inundated to depths of one to two meters.

Water wells and green fields: the surrounding countryside

Water wells and green fields: the surrounding countryside

The village itself, when one arrives, is relatively prosperous. There are many large wells that supply water for irrigation. The land seems fertile and a variety of crops is grown. Despite this, young people are moving in droves to the cities, lured by scenes of urban wealth and glamor on television. These people are merely following a trend happening in many countries around the world as small farm holdings sell out to larger entities and corporations that can practice industrial-scale farming with all its recognized negative consequences.

The many faces of learning

The many faces of learning

The idea of a rural sustainable school is really very simple. In addition to conventional education, the childrens’ learning will be focused on practical skills that are relevant in a rural environment; from organic farming, forestry, carpentry, medicinal uses of plants, setting up and servicing small-scale photovoltaics, forestry, wildlife management (the area is very rich in bird-life) etc. In addition, there are plans to use a locally patented system that incorporates waste plastic into long-lasting road surfaces. In all of these efforts, voluntary labor (shramdhan) will play the most important role. For without local participation, there will be no long-term program. With local participation, the community takes ownership of all the above areas, become experts in selected areas and run it themselves. This is the main reason that the partners are starting this school project on a self-financed basis. As soon as outside money enters the equation, a certain precious balance is lost and people will tend to sit back and wait for capital to provide answers that they would otherwise look for themselves.

A shadow puppet play made by 8-year-olds using home-made props

A shadow puppet play made by 8-year-olds using home-made props

https://www.youtube.com/watch?v=3LHe9I6QPu8 jal khet (Water Fields)

https://www.youtube.com/watch?v=aBfjsdICGT0

https://www.youtube.com/watch?v=9hmkgn0nBgk

The school building itself will be constructed on-site with compressed stabilized earth blocks (CSEBs) that do not need firing or baking like conventional bricks. They just need compression following which the bricks are kept wet for a month and then sun-dried for three months. Electricity will initially be provided by 5 Kw of solar panels that are expected to cost around €4000 at current prices. More capacity and storage will be added as the price falls. For more information about the philosophy behind the project, see this article on my blog. “Development as an Attitude: learning to unlearn.”

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