56
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APPENDICES
APPENDIX I STORY
THE RIGHTFUL HEIRS OF THE EARTH (BhtZmiyute avaktTiika)/ by Vaikom Muhammad Basheer
In the vast terrestrial Globe a wee bit of land (a little handful) came to the life long
possession of the writer giving him the confidence of security for the future. Two
and half acres of coconut growit~g field. There is also an old house. which could be
repaired, brought up to a descen: style. By selling the coconut alone it is possible to
meet all the needs of life. There ire also some mango trees and two jackfruit trees of'
the 'varikka' species. All the fir(:- wood needed for domestic use could be got from
these expanses. There is also an old well. Good water is easily available. Just when
one muses that life is going to be all bliss - what shall I say! The entire price of
buying the little plot of the Geosphere, registration papers had to be bought for a
huge price to affirm show the cwnership. That means a huge sum was paid to the
ruling Govt. Isn't the Govt. obliged to render all forms of recurity to the owner of
the land? The house tax and the land tax have to be paid. The bit of land bought at
an incendiary prize seems to have been secured from all complication. All the prior
documents are safely kept in th: box. For this two acres piece of land in the Cieo-
sphere, no one either in the Milky Way or in the solar system, in expanding universe
- no one has any right. The govt. which rules the land has given this right yet!
Here exist not merely coconut, mango and jackfruit trees but also guava, cashew
nuts, drums sticks, tamarind, papaya and supporta trees. Also stand here trees known
as 'Ana' 'Ruman', 'Teak' and 'Pine'. Golden Chempakam adorn the land. In the
edges of the loan there are flower plants in plots. The species of Chempdkam with
qualities by the epithet panineer (dew drops), cold the earth. Many other plants in
full bloom around the piece of PNO acre land which include all these. A thorny tence
has been fixed to make it secure. A strong iror~ gate completes the enclosure. On
either side of the gate an arch of Bogan villa with white and red flowers add the
beauty to security. From the ga:e up to the front the yard white sand is strewn. For
the house and the land affairs a dog named Shan stands Guard. Other dependents in
this campus include house fowls, cows, goats, and cats. Al l these live together in
peace. There are children and wifi:. The well being of all the inmates depends on the
coconuts. Is it understood? Coconuts! There lies the story!
A secure round space is dug out round each coconut tree and necessary manure, salt
slaked -lime is put in. The trees, which had not been given sufficient nutrition for a
long time, began to yield fruits. Looking at the fat bunches each holding tens and
twenties, the hearts of all the inmates were cooled and filled with satisfaction. Their
faces reflect the joy. 'Let them ripe . . . . . . while spending days and nights in this
happy mood.. .
A small group emerges which (lo not respect the paper affirming rights confirmed
by the Govt., the thorny fence, t t~e powerful dog Shan or any one in the universe.
What right they do have in the sc cure private property of two acres?
The first visitors were birds and butterflies. What verity of birds! How many types
of butterflies! Feathered guests (pakshikal) alight on the flowering branches and
plants and produce their melodies. The buttertlies shine in the bright sun revealing
the myriad colors flying over thc: yard.
When we think of it, is it just? Why did they come here? They come as if they have
some primordial rights dating long back. 'In this Geosphere, long before human
species were created. We were having such a stance. These feathered beings were
driven out. But the crows! The:! enter inside even the kitchen and steel food items!
Two crows had established thei .nests in two coconut trees without getting any one's
permission. They have laid eggs. Compared to the sound of the other birds the noise
emitted by the crows is more unbearable. Besides they snatch away the young
chickens. The kites also come with the same intention, there is another bird, and it
snatches away the chickens. This bird is called Eraladan or Eriyan, which dwells in
the branches of the mango trees. In the clusters of the bamboo trees mongoose are
abandoned. Foxes wait in the Bamboo clusters for an opportunity to eat chicken.
While reflecting what right 111 these creatures have in this two acre land. a
frightening form emerges that has neither hands nor legs, nor wings. The scorching
sun above! The mother hen made a cautioning sound, the dog barks, and the flock
of birds sound together in frignt. A heedless motion stimulated by this sound
resulted in a confrontation with a frightful Cobra.
The Cobra had opened its hood and stood in a majestic posture, as if demanding
what right the confronted had t~ be there. What should be done with the snake?
What can be done? There is no ;tick. There is not a single weapon. The bare hand.
What a weak creature is man! But the wife can be called and asked to bring a stick;
the snake can be beaten to death and buried in the earth. Is it right? All universes
that have been created and all l~ving being that live were made by God. Just as he
created so has he created the snakes as one of the owners of the earth'? What is
needed here is co - existence. This principle can be accepted but is it possible to live
together? Poison! 1 A bite would cause to death! 'Oh snake you have no right here.
You should quit my two acre lard this very instance'.
But where will it go? If it goes to the next piece of land the owners will give it
trouble. Most part of the Geosphere has been broken in to bits and different people
have been given the ownership rights - What then will birds and animals do. Let
them anywhere live. Let us imagine that we don't hear and see. But Oh! Lord God,
this deadly poisons. One needs to be conscious in life. One must look carefully
while walking. One should not walk in darkness without light. Beware!
Atler sometime the snake ceast:d its dispute (The snake ended its adversary pause).
It lowered its hood and began 10 crawl away quietly. The dog barked and followed
.The snake crept through the hole of the fence and entered in to the river. The wife
came running from the kitchen with eyes reddened by the smoke and asked.
"I heard the dog barks, the hens make a cautionary noise and the birds resound with
their flock. Did some snake or other rat snake have come?"
'Comrade Cobra'.
'You didn't beat it to death'?
Let it too be living. I h e rightful inhabitants of this terrestrial globe!
'Wonderful idea ...' This is a place where our children move about. Like your
blessed self, it is also God's creat~on.'
'When it comes into our area we nust kill it.'
'It is easy to say that we should kill it. We can kill too, but can we give life or to
create It.?'
'Why did God create along with men snakes and creatures which can bite and kill?'
Elephants, tigers, lions, bears, ison, the sea horses, cheetah, crocodile, camels,
horses, apes, wolves, scorpions, the pythons, mosquitoes, the bed- bugs, bats, eagles,
the peacocks, the deer, five colored parrots. A large number of such creatures exist.
Why? The whale, shark, the fishes, octopus etc. Why were they created' We don't
know. It is all God's will. But we must try to live without killing any of these.'
'What a novel idea! Throughout the house, spiders, lizards, chameleons, salamander,
the black scorpion move about even inside the kitchen. The white ants will eat the
whole fence. They exist even in the house. They eat away the books and other
things. The trouble given by rats is beyond description. Didn't you see them cut off
the Radio- gram wires? The house is filled with crickets, ants, cockroaches and
beetles. This is the right context for creature worship'.
'I am not worshiping any creature.'
A large section of people wor;hip animals and birds; some worship snakes. 'They
attribute divinity to snakes and after occasion to them. A God is lying serenely with
as his bed. This is set on the ocean. The snake forms the ornamental necklace of
another God. The mouse is he preferred wagon of a God. There are people
worshiping fish, the crocodile, pythons, tiger and other animals. Some personify the
Geo-sphere as a Goddess. In their view the sun and moon are Gods. Many believe
the earth to be flat. The belie15 of people living in the earth are multifold. Some
believe in one God. Some be1 eve in different Gods. Some don't believe in any,
that gives rights to dispute - leading even up to murder; and leading even up to fears
battle. The earth is believed tc~ be round. But there are some who don't believe it.
The geo-sphere is able to revolve in spaces without support. Far away from this. in
space is the sun that always bl~rning and radiating light the part of earth expose to
sunshine has day. l l e other part is submerged in night. Darkness, Eternal
darkness.. . In the endless movement of time one day the sun will be extinguished
forever. Long before that the Gee-sphere would have died. All the movable and
immovable aspects would have been destroyed. The sphere would have hit each
other and been destroyed. The cld cosmic dust! Then endless darkness! God would
have first created darkness. Then only light. Only heat and light are important
things. All living beings are the products of heat and light: White ants, spiders,
trees,
Birds, animals, ants, snakes, men and all. ..
The wife said: 'squirrels and b rds eat the ripe 'Varikka' jackfruit. Guava, suporta,
Anona, Ruman all these are taken away by birds and bats'.
'That is most interesting .God has created crores of celestial spheres which stay put
with any support. He has creat8:d what wonderful thing for living being on earth!
Fruits, roots, grains, grass, flowers, water, air, then heat and light! The owners of all
the products of the earth are thc: creatures, animals, birds, worms and insects, trees,
small plants and all. Is it not good to remember the fundamental truth always?'
The wife asked:
'Will you be offended if 1 say scmething?'
'Not at all'. Tell!'
'In that case your blessed self :;hould have avoided marrying, getting up house and
habitation with wife and chilc~ren and live in the forest in some cave, in pure
nakedness and perform 'tapas' and attain bliss. That would have been better.'
'If you are there to give me to eat and drink and to ruts the back, I am ready to go to
any cave, dwell there and perform the 'hardest tapas!'
'In that case I will be satisfied with the cave of our house. But I don't like snakes,
millipede, scorpion, and salamander to enter this cave! All these must be beaten to
death!
'I see every day the actions of those who agree with your opinion. Within five
hundred years they would kill 2111 creatures on earth, birds and animals. Man alone
will remain on earth. And finally he too will perish'.
'That doesn't matter. 'That comes much later. Now be so good as to get up and place
the ladder and cut the ripe jackfruit and give us. Let me and my children and the
cows eat.'
'Oh! Yea birds and squirrels, pardon me.' Thus saying jackfruit was cut and
brought. The wife, children and the husband ate with pleasure, the cow too. The fruit
sweets as honey. 'May God be praised'?
The wife said:
'Instead of sitting still and thinking about mosquitoes, scorpions and snakes, you
must look after the house and the field property. God will look after the mosquitoes,
birds and cobra. Did you know one thing? In the outer side of the wall of the house
the red ant has burrowed and hegan their habitation. I was about to destroy them
with fire. Then you stopped me. All the ants are now residing right inside the house.
White ants had eaten all the wooden rafters. So the red ants and white ants must be
killed'!
'I can't practice violence'.
'We must not hesitate to trouble those who trouble us!'
'Let us not do that. What will Lord God say? Let us behave with love. I feel as if I
should embrace the whole universe with love.'
'It is enough if you consider chi dren and me as the universe. Don't be offended.'
'It is not possible to become so small.'
"If so, you become big, gigantic!" the wife sulked. That might an incident happened,
a bit horrible. It amounted to aggression invading the house. What justice is this?
At night, the supper was finished and all laid down in bed, quite condemned. It was
a good summer day. The fan was on, and one was reading by the light of a small
electric lamp, lying in bed. Thc expanding universe! Lying down after the reading
many insects thus beetles coci;roaches, crickets, glowworm that which all these
inhabitants of this house. Oh, Lord God! They would have entered through the
window. There are plenty of mosquitoes
Bedbugs are permanent resider~ts. The mosquitoes hit on the forearm pricks and
drinks. Blood. Let it drink! T ie Lord God has created mosquitoes also with the
right to drink the blood of me>, animals and other creatures. About bedbugs let
them drink without any resistarce. A little bit inconvenience and pan in the hand.
An intense desire to beat and kill it! But let us not kill. Let it drink till it satisfied. Is
not man mortal? This old house that built this? How many people died here'?
Looking round the wife and children, and found bathing in swept, they must be
given some wind. The mosquitoes got swollen and reddened with the blood drunk
and flew away. Some itching sensation in bitten portion! The bed is on a raised
veranda. Before the front door there was low space four or five feet in breadth. On
either side a raised veranda attached to walls. Someone much earlier for the purpose
of prayer built these verandas. P.ayer! Oh, Creator of the universe! Save!
A little amount of cold air in motion must be given to the wife and children. Below
lies a coir mat. It was long time since it was shaken up and cleaned. He laid his bed
on the coir mat. The fan was moved near the lamp. Now every one gets some benefit
from the fan. Only the sound of the rotating fan is heard. Will fox coming to catch
the hens? A killer animal called 'civet' which is also called tree dog may come. The
dog doesn't bark listened for sometime. There is nothing. Perfect silence! All people
sleep .Oh, Lord God. Is not sleep? Small death! How many deaths! Life goes on
endlessly. In eating, drinking, enjoying and quarrelling. The mind simply rose up,
and reaches the surprise of the nloon. There are no depths and pits. No hill5, Desert
lands. No trees. No birds and an~mals. A vast emptiness filled with silence all-round
the black sky. Millions of twinl.ling stars. Why did the Lord God create the lunar
sphere? Or, why this universe itself is created?
Suddenly a bee landed on the pxper of the book. A grain of custard (the eye of'the
bee). Blue wings. How beautifully he created. All the creations of the Lord God are
perfect pieces of what. Fan is an artistic creation of man. It can also be called a great
blessing. Electric lights are also like that. The radio and the lowed speaker are often
not a blessing. What about tele\ision, is it not man's creation? It is good and bad.
What silence. The howling of the foxes is not heard. There is music in silence. The
light have put off. The first daruness. Slept gradually. A sudden pain! As if pierced
with red-hot needle. As if cold wind blew across the raw flesh in muscular portion of
the hand from which the skin has been pealed off. Pain of various kinds. Opened the
eyes. Found one's way by touch. Switched on the light called the wife. She woke up.
"Some pain like in the forearm"
The wife looked. It is as if something has pricked. There are two marks as if a needle
pierced. She got up. The wife examined the pillow and the bed, Shook them up. She
looked at the choir mat and its e id.
Oh God! A big centipede without speaks anything to wife took a shoe and ground
the head of the centipede. It was wriggling on the ground. She beat it with the shoe
and destroyed completely. She put on the light carried the body of the creature in a
paper and threw it out. Then she said. 'There is poison. It will bum. Let us prepare
medicine. This was told by a holy man. For poison of centipede and thrill, the
Atalodakam leaves - small or big - should be plucked off with the tender leaves and
a grain of salt should be placed of and chewed and swallowed. Come, Let up go and
pluck the leaves. Take the torch."
Atalodakam lender leaves were plucked and eaten with salt. A little water was also
taken. The next day the pain s~rbsided. Praise to the Lord. The next day the wife
woke up and showed the result of an untoward incident 30 tender coconuts are
falling down. They had been op:ned out on the length. "It must have been bitten by
the rats. Must buy rat poison. Must kill threats by offering the poison in rice or
h i t " .
'Is it right?' The Lord God has created the rats; along with men! Don't rats also have
the rights for the produce of the earth? The next day too lender coconuts were fallen
in horribly large numbers.
After reminding telling about t te rat poison the wife swept and cleaned the house
and said, "two hundred spiders, filly cockroaches, thirty crickets, five scorpions,
four centipedes, seven beetles, two thousand ants, five hundred white ants".
"What did you do with all these. you merciless one"?
"Killed them"
"They have ownership rights on the earth".
"The coconut bunches - the paill of the centipede's bite - have you forgotten them"?
"I still remember that".
"Then very quickly and very esssntially rat poison is needed.
One has to abet and help killing of large numbers.
Coconut bunches can refer literally to the bunches of the coconuts. But in
Malayalam phrase it means- non- sense.
The wife asked, "Thirty lender coconuts per day. How many per month"?
"It will come to 900".
"So many coconuts are being destroyed. Understand? 900 coconuts. It is a means by
which our food comes. White anls have eaten the roof. We have to fix the ralters and
tile the house. You have told that we can sell the coconut and do there with that
money. If it goes it like this will there be coconut for selling. Not only that we will
die. Do you think either the rats rnust live or we? Think about it."
Oh Lord God, rats have to be destroyed so that man may live. Is there a way to man
for live without destroying anything? The Lord God has created many diseases also.
They are killed and subdued thrcugh medicine. Is it just? A new kind of philosophy
is needed.
It is possible to live without usin: violence at all. The snake swallows the frog, kills
it and eats it. It swallows the rats too. The big fishes swallow the small one. From
the fox and the tree dog, several animals eat chickens. The lion eat deer, the cow and
the man. Man eats birds and ariimals. When we look at the fishes the problem
becomes more complex. The head lice live among hairs of the head as the
habitations and lives by drinking man's blood. There are bacteria in the mouth and
in the stomach. All over man'<, body some microorganisms live. One lives by
destroying the other. The rose plants are nurtured tenderly. Insects destroy its leaves
and flowers. Looking generally lrfe on earth does not show any great style. It is not
possible to grasp this at all. A clear faith is needed. Oh God. Oh creator of all
universe. Nothing is clear. Shou us the right way.
"Can you just come down a bet"?
'Why'?
I need some money. 1 am going: to the bazaar with the friend of mine to by the rat
poison.
"I have no money with the perscn who usually buys our coconuts.. ."
"I shall borrow some money." \'cry good. Oh rats those are rats. Oh god created the
rats' bear this. They are beginiing to plot and kill the rats. The problem is 900
coconuts per month. These are tile support for our life. Pardon us. Oh pardon us. The
wife went and returned after tw~ hours, buying among other a big tin of rat poison.
Smilingly she said, "Did you h e x the new developments? We saw the coconut man.
He borrowed some money. The :oconut has light prize. It may go up still.
'Is the rise in coconut prize is th? new development?
'Not that'
My friend and I asked for rat poison in several place. The shopkeepers laughed. We
couldn't understand anything. At last one shopkeeper said, "Govt. has prohibited the
sale of rat poison. If it is needed we will have to give an application to the Govt.
Even then it is difficult to get Do you know what the reason is? Their lies the
novelty. Men take rat poison and commit suicide. Hence Govt. has prohibited its
sale."
'Idiot Govt.!" Railway lines, ropes, trees, deep waters, long knives, penknives and
poisonous fruits- let it be. Then how did you get rat poison? You got poison
enough for one lakh of people to commit suicide.
It was available in my friend's husband's office. He gave it free.
Very good. You conduct the killing. I have no part in the bloodshed. You conduct
the killing your own.
"This is not rodentcide of murdor. Don't we kill and eat chickens, goats .... It is not
simple murder. We cut In the nilme of God for us to eat. Now giving poison to kill
the rats is for us human to live. God will bear this for us. Is not God all merciful?"
May the merciful God bear with us! The rat poison was mixed and placed in fruits,
rice, roots and so forth and placed them in various parts of the housc, the foot of the
coconut trees. In four or five day's five chickens, twelve squirrels, two hundred rats,
one cat went beyond the curtair1 of time. Death is dancing everywhere. May rats in
living in many parts died and rell down. The smell spread throughout the housc.
Even then the tender coconuts ~ ~ ~ n t i n u e d to fall down. Ten or fifteen days went over
like this. The coconut climber! said. "This is due to the piercing affected by the
owls". It is the old slogan! This is what they heard from their parents.
The owl's beak is bending. They are small. Besides the owl is not an herbivorous
creature. Atkr one two months the real eater of the tender coconuts was caught.
'The bats!'
The bat, it is known by severa names such as 'vaval' and 'kadavatil'. About the
time of sunset big bats coming in groups hold the tender coconut bunches, opens
them vertically and drinks the juice and satisfied by eating the tender nut portion.
They give thanks to the Lord God and fly away.
"What can be done?"
The tender coconut bunches were covered with thorny branches, crackers were tired;
tin drums were sounded, through cleft bamboo branches, frightening sounds are
produced. Lamps were placed. Human figurines with shirts arc placed on the top of
the coconut trees. Stones were thrown. All sorts of noises were produced. No use!
The people have to live by sellng coconuts and buying rice and other things. Have
to sleep at night when they do, the bats drink away the juice and spoil the nuts. The
wife and the children collect the fallen tender coconuts and make them into heaps.
Huge heaps of destroyed cocoi~uts! If it goes on like this the family will have to
starve. At last it was decided to shoot down the bats. The idea was super. The wife
said. "Let us kill the bats".
The foxes and 'panameruku' also. The gun is the embodiment of sin. It was a big
mistake that man discovered the gun. The gun is the offspring of sin. I am not for
shooting them down! The wife said, "I shall leam to shoot. My uncle's son has an
effective gun. While shooting the pellets scatter like umbrellas. In one shot at least
fifty bats can be killed". She aoded, "That is good. We don't have to buy a gun. A
person can go and bring uncle's son with the gun".
"Alright. Oh yea bats, pardon us I have part in your bloodshed! Oh Lord God, what
can 1 do? They have decided on this vicked extinction! I am innocent. Oh yea bats,
save yourselves. The wife's uncle's son came with the costly terrible gun. He said,
"The shooting sight is not here. A short distance from here there is an old temple.
Near it there are two Banyan tn:es. Two or three thousand bats hang there. I shall
go and kill all of them. If not in one day all of them will die in two three days.
Within a ten-mile radius, two to three thousand tender coconuts were destroyed.
Would you like to see the lovel) sight of the destination of the two to three thousand
bats".
Wife and friend got ready. All lhree of them went to see the great killing. Husband
prayed. Oh yea bats save your!;elves! It was a real miracle. The bats were saved.
Wife, friend and the gunman cane back shame and despair with fear.
In a way we were lucky to escape in our lives. Around the temple there are several
houses. In a moment about tree hundred people surrounded with deadly weapons.
If the bat were killed we would >e killed and victorious slogans would be shouted!
"What was the reason?"
"The bat bore the souls of the aricients who lived there. They should not be shot".
The bats were the souls of the ancient men! A good idea!
The husband said decisively. Do not forget. The bats are not the souls of the
ancients. They are the flying creatures among the Lord God's creation. Let the
tender coconuts be destroyed. It does not matter. What is left over is enough. In
God's creation bats have rightful place in the tender coconut bunches. At the time
of the blessed moment of the first creation the Lord God has ordered a primordial
right. Style! Remember this. All creatures that live have the right of existence in the
earth.
Mangaiam!
4PPENDIX - I1 MAHATM 4 GANDHI UNIVERSITY
SCHOOL OF PEDAGOGICAL SCIENCES ACHIEVEMENT TEST IN MALAYALAM
Time: 60 Minutes Marks: 25
(1 mlmd a ruem c d 3 o ~ " e o a ~ ~ m 3 m i & ~ I d m l o ~ o uamlw3w g m m o amroonanns~amw~mja .
e3cm3milmp l / z mod-" siN4m0)
is. " m r n m m ~ c r i i c o n t d o m q qcm~dosnnndo* ouocups~ n i l ~ w l r n ~ m n n ~ ~ . [5x2=10]
16. ~.nlnlslumrmloe~ cru~&sl&cgos~~ ~nlmilsomama~os~o m l w m m a g o s ~ ~ mrnJ.qw moan ern2 mlmnloso6n5 m A r i l r n j ~ m i . @.r, melldoanamloo$ mru3wjan nlmlemowl &J&.
.4PPENDIX - I11 LESSON TRANSCRIPT ON
JURISPRUDENTIAL INQUIRY MODEL
Name of the Teacher : Jalaj&umariV.T.
Name of the School : SNDP VHSS Adimali
Standard : X Subject : Malaqalam
Topic : rs~mlmjos ma&3ml&d
Phase I
Orientation to the case s7gd : ooo~mo m~nomti m&qoloajj "rqmlm~as ma
dh~mlad" ny)m &mm36I5 mmjm" @m" do1 m~a3mp3g~3?. m'aco~rnsmdcd mlmj a~cm~mjcm m 3 d ad3ao~~ccnrnrn rn " l1da~os~~0 , d d g m l a~osm~rn36ni @?J &m d o l m ~ m d . a"l1mrmmld m30 (mamjadmla.mm der m g cnjmmo@ mjolg jo =?J & u m k 3 drn3mdmlgI~jmw. tdw3 mags d a m p j 6 o n p x n 5 &tnmlrd mlmi m3o doImja30a a d ~ & j r n d . m~ m p ~ m d "@ocmmi m l m d &mjnnslmsmo
s9yd d30e3cno ~ 3 ~ d l ~ j m ) j . Teacher
(@~d6)6)6)36)m ........................ mmj&~mjomg30) introduces materials.
~ 9 4 6 : &m3&3rno4 rn jmi lm8 r um~d3s lm d ~ m l o m mognoo ny)momm36ni moam3com o d 6 m I rnlmjmd ?
& ~ s l & d : mm36 m @ i u d
s9gd : ~ m j o & ~ m 3 6 I 5 mu36 midma8 @mi magno0 d ~ m i o m al~lyai?
&jsi&oa 1 : ny)~;(3 saqaa3a6magp1j0 m&9a m)*amno~gio~ m j . @d~na&36omam:, @d&3mlowemo @=
NARi I ) ,30XO ma~~nomrmlm~m~wlrn~rnlg. ~ c m j ota3m3& d3o1lem crusu3rii mi alamr4il glyl~lmjm~.
&jsl 2 : :0)3orn30m ~ m o ~ j s j r n d3mlomag3m~o magnoo Teacher & j ~ j & 3 m m o m I &~mjmd. rmamjo&~m366 reviews 0 ~ 6 ~ 1 3 6 ny)& njlam&lgiL86)j(mmj. facts.
s7gd : mmlw36m'. d3mflom rmaagflo mm3a3ds3sm- &36mJm6 . nJa&M ~ ~ r j ~ O U l l ~ $ E3aJ d ~ d o m ms13j o&3gsmomm~6mog3 domj md. md ny)mi~jodh361~3sm" ?
Phase I1
IDENTIFYING THE ISSUER
Student synthesize
facts in to a public policy
issue.
Students select one policy issue for
discussion.
Students identify values
and value conflicts.
@dlflalylo~.slma d3mi" mmlorg ni91m~ C d 3 &
0s. m m ~ o mamQad3oa e~mlw~os mcu&3ual maw?.
~01036nf". @mi ~ f l nil 41 0% &Id d3milom oaa3cwm aa~n)~mlgg. ny)m~d mom&mDm mmld cul&mocm3 m m m o O U O L ? N ? ~ ~ ( ~ ~ I ~ ?
ocuo~om ~ 1 s d ~ ~ i l o m m 3 d d m m ~ ~ 86jpailam mlcumlag? mm3om nimjcm3& d3m" mmjm" an3&&~mlmc~?.
darmj&dm" fllcd~m~o md&l mm3wlg~curm am2 mmjnno @sn~~mIm~rm~. d3m- m m ~ & h a ~ aflo&&3ml m m l mjomahld a m 1 m3m" dm4orn ~ c o ~ u f l g l m ~ c m ~ ?
ny)om.sIa~o cuon~cd3mlg d l o m RJS~UI~I~JSJ &3m~mjam3? @d~f lcu&~mlm3ommdslmm~ 0 & 3 ~ 0g)mlm3~;m' d3dIom ocuo~om n i l s ~ m 6? mmlom om5gp-mm36ni mwd.
@mjmmmld cmomIw3ajo nnlorn & d m 3
m". dad mmcum~m3~mam mad m l m l o g s ~ m ~ n i ~ m ~ o m c u & o c R f m j ~ ~ . @mj ~ " l lm3moa~0 m3o @d [ndy lo t~c ta l d md momnwjo @&lo almlg. oao,caomnn ny)w3 m&&sI&@~o ejml w p s mni&3mldh@96m'.
m p d mjm& u~omo?sil cuomq@ mno3rmx3 mnnlocrumim~ L O ~ ~ ~ J O md&ldm~mcum3sm'. mq, dam dlomjsaom e~mm7mm3w moo mnnlo cru6m361Tj ~d~w: lmjo m d a e m d . c r u ~ m o mla mlejdlm~acuml ~010cru o l ray~mmld omglog m3a-6 ec~cudcn91mwld d o m j m d .
e ~ m m l m ~ d n 3 o aaa3qlamm~0 mslamm~o mgp 0&3%3da&? md nnlocruw3am3?
ng)rmJ dow,;mJ.
mg ny)m~ O A O W J N ~ ~ .fh3msmomm"?
ewmrmnilm3ml m&cnmo2 o&~gd~mmi omggd ny)m~m" ny)oq anadjd3wo cmao#.sId d o m ny)mlm~m" mm moorno e m l m ~ m d . mmm omom&ld mm~0plJomw3o crucru~a~m~&23ml saqculg3d mcs?mcsg3? sqga m30rn0 hqIm3
olag ?
m3d m30m0 &YI~~DoI~. & 3 m 6 m O m30rn~nn3m0 ny)mlml&smg.
sSy01org akld mg3020 m3orno &!#lmIa#?
&elm20 mmcudd6 g ~ & s m ~ ~ m ~ o & 3 m 3 w l m l m30.
Pase I11 Taking Poz
sqga :
o ~ m l ~ ~ ~ m - . 0361mgJ30 nlmm"dm0unodbmm m l a j o a@~cm~mmlmjo &qIwjmrum36m'. mm 6 ~ ~ ~ r u m ~ e m 3 d d l e ~ ~ 9 3 d mmjos mlwm'elhn mom1 mmjm" mm6,g3mlom o&3e~ml rum~mj . md @mj nolomaug. ruajmlmlm odojommmj m&msldmmlwm~. o d o j d d m j m rue~jommmj mmsa'lrulnncuamn~ a m e g L M ~ ~ ~ o ~ ~ o ( ~ ~ ~ J G B
rurd d o m l g i j a 6 . mraagxr8 rulcnr&mjm mmj &Ad m m j & " o l e r ~ m cudmnm3m- mnolom.
Ldmmlmng3mmloq &3amo "@mu?
a@rujml&wjcnrmail& mmj&jcri ny)g30 emslow s jm3mjm orurm~~~sm'. erucnmewolw s 9 d m mld m ~ m o mlwmleihi rn3tmem mmj&jd dlmlm~m~m~. m m m m o m~nndm~ml&
Students recognize underlying factual and defenitional questions.
Students articulate a
position.
Students state the basis of position in
terms of the social value or consequences
of the decision.
Phase IV
Exploring tl:
s 9 4 d : Establish the point at which
value is violated. (factural)
Prove the desirable or undesirable
consequences of a position.
(factural)
Clarify the value conflict
with analogies.
Set prorities assert priority of one value over another
and demonstrate lack of gross violation of
second value.
.lueAalai ale Laql J!
aulurialap pue suogdrunsse
Ienl3ej L~!luap~
,suoperu!s IG'I!"S
30 iaqurnu e au!ursxa pue 'suo!$!sod 103 suoseai pue pue suo!l~sod alels s~uapnis
0?cm~caxp now? Pmcacsccm p~wTetw ccolR0 nuo~crum .puo Pw~ru~s ocw cwcra~mS~ra~w cm~ocw L~CO
PraPacn9w pow wcsraPwPw~~ scsPBww pCw
Determine the predicted
consequences and examine their factual
validity. (will they actually occur?)
LESSON TRANSCRLPT ON JURISPRUDENTIAL INQUIRY MODEL
(ENGLISH VERSION)
Name of the teacher Jalajaku@,V.T. Name of the school S.ND.P.V.H.S.SAdimai Staudard X Subject M a l a w Topic Bhumiyute Avabikal (The R i g M d Heirs of the earth)
Phase I ORIENTATION TO TIE CASE Teacha: Today we have to study the story Bhumiyute Avakasikal
written by Vaikom Muhammad Basher. This story can be studied through the methods of question answer and discussion m e t t d Many good@ties which we should imitate in our l i f e are mentionedinthis story. We are going 'hcher to study some in~portant values h m this story. You should intmh~m findoutthesevalues. the
Teacher reads the lesson. materials.
student: li: st-1:
How does the story writer &s the snake which come in tiontofhim? Comrade Cobn.. Why did he call the snake Comrade Cobra? Bashmused to love all living beings. He didn't have the disaimiaation t etween benefactor and tomentor. That is Teacher why he calledthe snake comrade. reviews He considers the: snake, which we fear, as a g a d . That is k t s . why he calledth: snake comrade.
Right. He consi lers the snake as a comrade. But his wife says that the &.e should be killed or to bebeaten to death. Why is it so? Snake harms human beings. That is why we say that the slake shouldbelcilled. Then why does B asheer say that snakes shouldnot be killed?
St: Basbeer says thtt the snake has also got ownership over earth as we have. So no body has the right to kill the snake.
Tr Right. All living beings have the right to live on the earth. Then is no discrmination among snakes, worms or men.
Nobody has the ri ;ht to harm others. This is the point of view of the wrier. Is it acceptable to all? What is your opinim?
TI: Wehavehundmanyissues~canbesubjectedtoplenty of discussions. Can you shape them asquestkmsrelating to a general social pn blem.
st Yes. TI: Say onequestion tach. St-1 : Can we live withot t killing any living bemg? St-2: Can we consider t reatures of God as equal? St-3: Is it possible to co-exist with all living beings?
l k Snake is aharmful creature. If you see a snake at home, will you leave it alive?
St- 1 : In my opinion the make which causes even death to human being mustbe kil led.
St-2: Ifthe snake doem t do any harm to us it should not be killed. It doesn't annoy IS, does it?
St-1 : Even if it doesn't harm us, won't it become a threat to the life of someother d Therefore is it better to kill it?
St-2: If it doesn't harm us let the snake go. Is the snake also the r i ~ h k r o f ~ i e a r t h l i k e u s ?
St-3: Right It is not ne~sarytokill the make if it does not harm us. But when the deadly poison of the snake causes to the - -
death of human being, it may not be considered as a benefktor.
St-4: There were somc societies who worshiped the snakes by giving divinity to them. If the snakes are harmful why did they worstup ther n?
St-3 Thm is no need to wony about the thing that has already happened So the snake should not be allowed to go. It is better to kill it.
St-1: Any way killing s a sin. Only he who gave the life can take it back Whatever be the creature, there is no need to harm it, if it doesn't &I any harm to us. And all creatures of this earthhave the right on earth.
St: Great men like Buddha, Gandhiji etc. have given great importance to non -violence. We Indians who ought to follow their path should give importmce to non-violence. But 'Gita'says that it is not wrong to kill for self existence.
students * into public
policy issues.
Students select one
pohcyissue for
discusion
Students - vaIues and
d u e conflicts.
Tr: Okay. We use tc kill animals like goat chicken etc. for food Is it violence?
St-2: In my opinion it is not wrong to kill animals for food. Otherwise nhy do we eat meat? If so all of us should be vege.tarians, ~han't we? Teacher. don't you eat meat?
lk I don't eat meat because I don't like to eat non-vegetarian food
St: What about c thers at home? Don't they eat meat? Tr Yes, they do. Because they m y like it.
S t Wbateverit naybe, my opinion is that it IS not wongto kill animals for ot a food and survival.
Tr: We all live in nutual coop era ti ox^ and support. In that case, some tima w : bave to kill other animals for our survival. It is not violencr :. Sree Nmyana Guru has said, "It is &e rule of the animal 1 fe that the small is the f d for the bie. it is the duty ofthe hurlan life that the big should protect 2 1 ones". So non-violer ce is the ethic to be practiced by the pmdent man.
St Teacher, then 'what is non-violence? Tr: Non-violence means not to torment o&m. And don't kill
anythmg if no- necessary. Non-violence is an inseparable value in our cu ture. -bybody who believes in the universal love will have Ixlief in the noble value callednon-violence. That is why Cia ndhiji stronglybelieved in non-violence.
Phase ZLT TAKING POSITIONS Tt Now youunde~stoodwbat non-violence is. What is the place
of nnn-violenct : in the story 'Bhumiycte avakasikal'? st: 1 . . + - All fivingbehp or &a :?.&, have cqlsl np.. II) t h i %~Tc. ;S . . n~ difference :r> cii &&. ;%t u3$diiSi ~i%;es &axno
body has the ril&t to i;iil others.
TE It is said that nobody has the right to kill anybody. Is this possible today?
St: Now a days thi:, type of values has became non-relevant. li: What is the re% on forthar? St: In this moderc : ge man is in a hurry to achieve every -;nine.
In this fast lif*, h 2 i h k s ofhis own survival only. There is no relevance on val ues in such circumstances.
St: Words of the Atlimahakavi (Valmiki) against violencehas lee to the first poetic work It is seen thatthe ferocious life is always a &e.
Students
m uQde&% factual and definitkmal qmstiom.
Students articulate position.
students state the basis of
position in terms of
social value or v
of the decision.
EXPLORING THE STAT JCE(S), PAl'TEFtNS OF ARGUIViENTATION
st ?t
st.
Do you like the rountry where mw13en and injustice take Establishkt place? point at No. whlchvalue Why did you sa r so? 1s violated.
Today, the mud ers and the like have become very common. @actual)
~ a n does not ra mgni7s their febw beings. If things go &e his we may bec >me strangers to the next generation. So I Prove the
don't like violer ce. desirable or undesiible
Can you give ar y example for this? consequences In places like Gujarat and Maradu people who were living ofaposition. like brothers have became enemies today. (Factual) Why such incicents are repeated?
The belief that 111 humanbeings are brothers and sisters is lost. Man qaanels bemeen oves religicn: caste : U I ~
superstition. Prow such a stzge has reached &at o m may Setpriorities, feel quenched only by drinking the blood of another one. assert Human values have lost their relevance. That is why such priority of incidents get repeated. one value
Tr: Right. From tliese examples we understand that v~oolence over another bas fmdaurho rity overnon-violence. Is it right to kill anunals and for fd? demonsbate
S t It is not wrong to kill fcr food. lack of gross
Tr. Why" violationof
second st We usually kill animals for our survival. Is it necessary for *.
the sustenance of life to depend each other? Tr Can you say any example? st Grasshopper c:ats grass. Frog eats grasshopper. Snake eats
h g and the stiake in turn is being eaten by the eagle. 'Ik Right. One brmmes benefactor and tormentor of another
one. Even though the rat isharrml for us, it is abenefactor for a cat. LiEe this interdependency is essential for the sustRlanceof:ivingthgsononaiseaah. Soitisnotwrongu, kill the animals k r fwd.
Phase V REFIMNG AND QU~U,KFYEVG"'rIE POSITIBhS Tr How do you see the comm~nal violence of theNadapuram
and the Babri Masjid problem ahichled to Hindu-Muslim riots?
St In one way 01,anotfier it was violence.
It Can you give other examples? st The incidmt thattook place in Bihar in which Graham Staine
and children were burnt to death forrnissianary work is an example. We livein anagewhere manhoodis forgotten and manbecame animal like. Thevalue ofnon-violence became irrelevant
E Yes. Killing is exactly wrong. Then how does Basheer express through his story that killing the animals for food is not a wrong th ing?
St We kill gems hose which cause diseaseby talang medicines. But we have 8 ) take medicines for our survival.
Phase VI TESTING FACTUAL ASSUMPTIONS BEHIND QUALIFIED POSITIONS.
Tr Even now, do you agree the opinion that it is not right to leave the slak e alive?
st No. TI: ww“ st Like human beings other creatures also have the right on
earth. Then snake is also a heir of this earth. So we don't kill the snake To wipe out violence andmurder which are w i n our six iety, the d u e of non-violence shouldbe grown among peoplc.
TI: Man carmotpadicenon-vioIemecomp1aely. Itisnot-g tokiUlivmgk@foroursurvival ThroughhisstoryBasheer tells us that a e should have a good will to love and protect ourfellowbelngs.
students state
positions and reasons for
positions and examine a m b e r of
similar situalions.
Students W W
positions.
1- iictual
zmnptions and
detamine if they are Ielevant.
Detamine the meted co='sequ- and examine their factual
validay. (Wiu theactually
OCCUT?)
Appendix IV SCHOOL OF PEDAGOGICAL SCIENCES
Mahatma Gandhi University, Kottayam
VALUE CONFLICT RESOLUTION SCHEDULE (Jalajakumari V.T. & Dr. A. Sudharma)
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Appendix-V
SCHOOL OF PEDAGOGICAL SCIENCES MAHATMA GAWHI UNIVERSITY, KOTTAYAM
VALUE CONFLICT RESOLUTION SCHEDULE (Jalajaku~nari V.T. & Dr. A. Sudharma)
Some great modem educahonists concerned with designing better ways of learning situations think that the senior students in schools must be put in position of a judge to analyse conflicting views about social issues, evaluate them and come to a reasonable resolution which will help them to act. This approach is called Jurisprudential Inquiry Model (JIM). Usually this is followed in the field of social sciences. But literature also may offer plenty of opportunities to analyse values, value conflicts and even take up extreme cases which are different to resolve. This investigator has taken up the story of Bhumiyute Avakasikal (The rightful heirs of the earth) by "Vaikom Muhammad Basheer" as a theme for exploring the model. The researcher actually tried it out with a set of students of Std X and got an interesting study.
I would like to get your valid opinions about the relevance of this approach especially when applied to Malayalam language & Literature Education. The schedule that has to be answered has two parts. The first part, an attitude scale contains a series of statements about which you are requested to express your opinion by making a tick mark against each statement in one of the five columns marked. 'Strongly Agree', 'Agree', 'Undecided', 'Disagree' and 'Strongly disagree'. The second part of the schedule is a questionnaire in which some cases of choices and some h e answt,m among responses are requested from you. In addition to checking these questions. Please feel free to answer your comments expressing your views about related issues not covered by the questions.
Thanking you, Yours sincerely,
Jalajakumari V.T. (Research Scholar)
PERSONAL DATA SHEET
1. Name of the Teacher
2. Male I Female
3. Educational Qualifications
(a) General
(b) Professional
4. Name of Institution
5. Teaching experience
6 . The standard in which taught
7. Subject taught
Statememts - - -
To nurture the language, language classes are the best places.
Language education will come alive if it is related with environmental studies.
The purity of language gets corrupted when environment approaches are adopted.
14. 1 The function of the school is to approach the student perception ] of the contradichons in sociai vaiues and i lcipb iu L G S ~ ? ~ &CZ.
15. In framing curriculum school should avoid the inclusion of all controversial materials.
16. School curriculum must face the controversies that commonly found in life.
17. Providing opportunities for analysing the controversies found in society is an indispensable function of the cumculum.
Strongly Agree
18.
19.
20.
Undecidec
It is a good learning strategy to train the students to take different positions on social issues.
It is useful for the learning of the student to take the role of a lawyer in sifhng the case from their point of view.
Finally the student must be able to take the role of a judge to weigh the merits of all different points of view and come to the right decision.
Disagree Strongly Disagree
- SL. No. - 21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
-
Statememts
Debates will help to refine each of the separate points of view and workout their implications.
Debate as a method of training often compells a person to take a stance in which he doesn't believe.
Debates sometimes result in regular conflicts between pupils.
Role-playing is a necessary part of learning to master a new social situation.
Presentation of multiple points of view about an issue helps to develop total perspective on complex issues.
Social Studies is the most suitable subject to take decisions by analysing controversial issues.
Literary criticism is the most appropriate subject to give training in decision making on controversial issues.
Conservation of environment including Bio-Geosphere contributes a very important public issue.
Extreme environmentalism will face difficulties when subjected to reality tests.
It is not fair that common people often consider male representatives as idealistic heros in issues like extreme environmentalism.
Strongly Agree
Agree Undecidec I I -
Disagree Strongly Disagree
SL.
- No. - 31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
-
Statememts
Very often men are able to pose as idealistic heros with respect to public issues because women bear the real burden at home.
When all the invisible roles played are also taken in to account it will be seen that the idealism of man would be helpless without much of it translated into action by the female.
Aii ii~c tireaiures have equai righr on earth.
The most rightful inhabitant on earth is human-being.
The birthrights of other beings are equally important that of the legal rights of human being on earth.
Value of living freely h m unwarranted encroachment by other beings.
Man can kill other creatures by using the same right, which is used for protecting his life and wealth.
All the creatures are useful in some way or another.
Killing the animals for food is justifiable.
Nobody can follow extreme non violence.
Undecidec Disagree Strongly Disagree
Part I1
It has been already mentioned about the modem method (JIM) which enables the students to express their ideas through decisions and to take decisions on value conflicts. On this basis, please trace out the situations in which JIM could be naturally .mggered.
1. when facing the problems having value conflicts. Y/N 2. when acting as mediator in the complex problems. Y/N 3. being a citizen having legal awareness. Yih' 4. being a citizen with democratic awareness. Y/N
5. when doing analytical practices. Y N 6, when taking precise decisions. Y/N
7. when taking the role of a keen examiner Y/N 8. when practising as a lawytr. Y/N 9. when doing literary criticitim. Y/N 10. when being a citizen having value awareness. Y/N
1 1. when reacting in social prt~blerns. Y/N 12. when engaged in environmental protection activities. Y/N 13. when taking decisions in religious controversies. Yih' 14. when fundamental rights are denied. YM 15. when making awareness about constitutional rights. Y/N
Please feel fiee to write your comments, expressing your views about related issues not covered by the questions.
