ISSN (Print) - 0012-9976 | ISSN (Online) - 2349-8846

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Teaching-Learning Process

The articles ("What Does an MA Know?" (EPW, 1 August 2015), "Continuum of Ignorance inIndian Universities" (EPW, 28 November 2015) and "Where Teachers Learn" (EPW, 30 April 2016) unfold only some aspects of teaching and learning in the context of Indian higher education. However, none of them focus on the core process of teaching-learning in Indian universities. This response examines some core questions like what happens in the classrooms and outside; how teachers teach and how students learn and why is teaching-learning in Indian higher education peculiar.

The articles by V Kalyan Shankar and Rohini Sahni (“What Does an MA Know?,” EPW, 1 August 2015) and Rajesh Misra and Supriya Singh (“Continuum of Ignorance in Indian Universities,” EPW, 28 November 2015) have highlighted the acute deficiencies persistent in Indian universities. In continuum, Hari Nair (“Where Teachers Learn,” EPW, 30 April 2016) focuses on remedial measures and suggests several reforms to improve the teaching–learning experience in Indian higher education. However, none of these discussions focus on the core process of teaching–learning in Indian universities. What happens in the classrooms and outside? How teachers teach and how students learn? And why is teaching–learning in Indian higher education having its peculiarity? This response to some of these rather core questions, based on the first national-level empirical study titled “Teaching and Learning in Indian Higher Education” (2015–16), can work as a bridge between these three articles.

Opening the Black Box

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