During the past 25 years or so we have seen environment appear in different avatars in India’s education arena, sometimes as a handmaiden of ‘mainstream subjects’, wedged between pages of chemistry or history text books or at other times as a common theme of all extra-curricular activities as taking ‘nature walks’ in local parks to making scrap books on local fauna. But never, until now, was it a part of the formal grading system.
Are certain individuals born to be teachers and can only those be truly competent? Or can people without such aspirations develop to become ‘great teachers’? Are there certain conditions, the presence of which foster such development?