Review of the Book “Teach to Touch Hearts and Minds” by Col. Dr. VRK Prasad

By Rupanka Bhuyan

Col. Dr. VRK Prasad’s latest book “Teach to Touch Hearts and Minds” serves as an important treatise on the evolving role of educators in a rapidly changing socio-economic landscape. Drawing from his extensive experience in both military and academic spheres, Dr. Prasad provides a compelling argument for the necessity of reimagining teaching methodologies to cultivate not just knowledgeable individuals but ethical and socially responsible citizens.

One of the book’s central propositions is the concept of lifelong learning. Dr. Prasad posits that the journey of education does not culminate with the completion of formal schooling; instead, it is an ongoing process that must be embraced by both teachers and students. This notion is particularly pertinent in the context of a globalised world where knowledge is not static but constantly evolving. The idea that educators must model this lifelong learning approach is a vital call to action, reminding teachers that their professional development should never cease.

In addressing the current state of education, Dr. Prasad critiques the overwhelming focus on grades and standardised assessments that characterises many educational institutions today. He argues that this fixation detracts from the essential purpose of education—developing character and critical thinking skills among students. This critique resonates strongly with educators who recognise that while academic achievement is important, it should not overshadow the goal of fostering good human beings. The emphasis on holistic education that Dr. Prasad advocates is an important reminder of the moral imperative educators have to their students. To make good citizens out of the young generation of the state, the present students are to be nurtured with these kind of moral values.

Moreover, Dr. Prasad’s exploration of the ancient Indian education system serves as both a historical reflection and a practical framework for contemporary educators. He urges educators to reclaim and integrate aspects of this rich tradition into modern pedagogy. This perspective is not only commendable but also crucial for a nation poised to reclaim its status as a leader in global education. By highlighting the efficacy and appeal of ancient methodologies, Dr. Prasad encourages educators to draw inspiration from their heritage, potentially enriching the educational experience for their students. In this context, the importance of Nagaland’s indigenous and traditional knowledge system cannot be overlooked. Ways and means can be sought out by the administration and academic fraternity of the state for incorporating these into the education system.

The author also tackles the often-overlooked aspect of human resources within educational institutions. He argues that many universities and colleges fail to recognise the importance of a robust HR framework, which is essential for the professional growth of faculty members. This insight is particularly relevant given the current climate of educational reform, where institutions are increasingly pressured to improve teaching quality and student outcomes. By advocating for a formalised HR approach within educational settings, Dr. Prasad underscores the need for institutions to support their educators systematically, thereby enhancing the overall quality of education delivered.

Dr. Prasad’s call for educators to become “nation builders” is a powerful assertion. It emphasises that the role of a teacher extends beyond mere instruction; they are tasked with shaping the values and ethics of future generations. This viewpoint necessitates a profound sense of responsibility among educators, who must be aware of the broader implications of their teaching practices. The notion that teachers have the power to influence societal change is an inspiring reminder of the impact one individual can have in shaping the world.

Throughout the book, Dr. Prasad provides practical insights and actionable strategies for educators. His focus on effective teaching practices, including the need for adaptability and personalised learning, aligns well with current pedagogical trends advocating for student-centered education. The inclusion of case studies and real-life examples lends credibility to his arguments, illustrating how these concepts can be effectively implemented in various educational contexts.

In conclusion, “Teach to Touch Hearts and Minds” is a timely and thought-provoking contribution to the discourse on education in India and beyond. Col. Dr. VRK Prasad successfully advocates for a transformative approach to teaching that prioritises character development, lifelong learning, and a deep appreciation for cultural heritage. His insights are not only relevant for educators but also resonate with policymakers, administrators, and anyone invested in the future of education. As India strives for global leadership in education and human capital development, the ideas presented in this book could serve as a guiding framework for educators across Nagaland who are striving to make a lasting impact on their students and society at large.

Rupanka Bhuyan is a Registrar at ICFAI University, Nagaland.