While the debate has swung in favour of learning over the last 15 years or so, the need to revamp curricula and methodologies has never been more pressing. Technology-led developments have ensured that what is state of art yesterday is obsolete today. That, by definition has mandated the entire approach to pedagogy to shift from teaching to learning in the 21st century knowledge economy. However the shift, while being substantive, is also extremely subtle: its not just “learning” but “learning to learn” that has assumed primal importance today.

Teaching cant keep pace with contemporary developments since teachers and the academic infrastructure (including curriculum development, delivery, testing, certification of teachers and students) are not nimble footed enough to map to changes in real time. Therefore, it is now vital for pedagogy to focus on helping students master “how to learn”. Instead of just encouraging students to learn, we now have to focus on helping students master the survival imperative of “learning to learn.” When they master the methodology, tools and techniques of learning they are ready to learn on their own continuously; that is the only way they can remain current and relevant since content development and delivery via technology is moving so fast these days. Static, class room led teacher-centric delivery is giving way to dynamic, content-led student-centric learning. The “teacher” is evolving into the “mentor” who points the way and helps students access resources that clarify doubts and problems on their own.

This approach is especially important in post-graduate programs. These programs are the last opportunity we have to make our vast multitudes of students employable. Students arrive at the portals of our PG programs after 15 years of teacher-led teaching regimes. Any incipient creativity or ability to think has long since been compromised by rote learning. In order to add value in the workspace these students must be able to think for themselves, find and assemble resources, solve problems as they arise, act decisively and create consistent results. Taken together, this is the skill-set that makes a person employable throughout his or her career. This skill-set can be developed and retained with razor sharpness only by intense and continuous learning. Therefore, post graduate students have to be weaned from the “taught” mindset and encouraged to migrate into the “learning how to learn” mindset.

Students need to be made self-reliant vis-à-vis their ability to learn. This is inherently traumatic to them since they have grown up on “being taught.” In the light of my experience I’m convinced that the pedagogy necessary to engineer this transformation is akin to the training of military special forces (like US Navy Seals or Indian Navy Marcos). This methodology envisages the rather frightening but hugely effective combination of intense pressure, heaviest of heavy workload, no negotiation on the rules of engagement (translated: no extension of deadlines and no exemptions for punctuality, participation and contribution) and the constant demand for high standards of performance. This is the basic philosophy underlying the Self Reliant Learning methodology. 1 Briefly described, the Self Reliant Learning Methodology is all about participants being made responsible for learning together in groups without teacher intervention, demonstrating their learning’s through individual and group presentations and being quizzed by other students. The foundation of this methodology is to apply exponential pressure in an entirely positive, non-threatening and encouraging environment. Typically, the SRL program is run for 5 days with about 15 articles from world-class journals being the focal points. These articles are drawn from diverse subjects; participants study the material and work on their presentations in groups throughout the night. The focus is not merely the content of the articles. Rather, it is the ability to understand concepts, communicate that understanding, ability to work in groups, present in public, think innovatively, help and lead teammates and concentrate under intense time pressure, fatigue and sleep deprivation. The combination of these factors are highly potent in building the ability to cope, learn and deliver under extreme pressure. All these abilities build tremendous self confidence in the participant that he/she can withstand and overcome the most challenging personal circumstances.Participants learn how to be self-reliant in the crucible of pressure during this program! As a result, they develop confidence in their own ability to learn throughout their lives.

Income is crucially linked to adding value; adding value is in turn linked with staying current with knowledge, skills and attitudes in an environment in which obsolescence is a constant danger. Learning to learn is therefore a survival imperative!