Friday, 24 April 2026

Fr Jose Kuriedath CMI - Standing tall - Thinker, Religious, Sociologist


Fr Jose Kuriedath CMI, a scholar and academic among us CMIs, has completed his sojourn on this planet and has entered the next phase of his existence.  It doesn't come as a shock to me or to most of us, his brothers in the order of the Carmelites of Mary Immaculate, and definitely not to him. It was a well-prepared, expected exit, rather, release to the painless world of eternal peace!

I came to know Fr Jose as the director of Chavara Cultural Centre, Kochi, way back in 1979. I was a learner of public speaking under his tutelage there. (No claims of having been a success on that front.)  He had also made some rare appearances at the KCSL camps, which used to be held at Rajagiri, Kalamassery, or Sacred Heart, Kochi.

My next encounter with him was as a young scholastic.  I took the freedom to ask him to borrow the scooter (vespa or bajaj) under his custody, to go for my two-wheeler driving test (this was in 1989). He did not show any reservation in this regard, though such freedom with a senior priest was not so easy to conceive.  It was perhaps the next year or so, I happened to pass by SH college, and we had an unplanned and casual encounter. I remember him taking me to the auditorium and proudly sharing his experiment in participatory management – the parent council members were seated and were persuading the new parents to support the college by voluntary donations.

Though we never kept in touch with each other, during my first visit abroad, in 2001, I managed to fit a short visit to Canada, and he had been the CMI coordinator there. I managed to secure a visa in those days and perhaps announced my arrival by email. I was received warmly – met the two former Principals of SH – Fr George Palamattam and Fr Jose Kuriedath. Fr Jose took me around Toronto; we went to an IMAX show, and on my departure, he gifted me 200 Canadian dollars, a happy surprise for me.

I was privileged to be at the electoral body which elected him to be the general councillor for education for the Carmelites of Mary Immaculate. While he made efforts to rearticulate the CMI educational vision and its core values, he also went around all the CMI educational institutions, animating the ministry across the globe.  I also felt honoured to be invited to felicitate him on his golden jubilee of religious profession held at his parish.

Immediately thereafter, I was fortunate to have him as my Prior and as the Manager of Sacred Heart College, where he had served as a well-respected Principal long before my time. He always commanded the respect of the faculty, many of whose senior members had once been his colleagues. He spoke with clarity and conviction, whether preaching in church or addressing an audience. His erudition was beyond question.

Despite his formation in the traditional grant-in-aid system, he had the courage to defend a model in which those who benefited from the management quota in admissions also contributed to the development of the college infrastructure, while insisting on transparency in the process.

His tenure as Prior of SH seemed to confirm, for the members of the Province, their trust in his leadership, eventually leading to his election as Provincial. He guided the Province with wisdom and balance. After completing his term as Provincial, he transitioned with ease to leading a self-financing institution, Rajagiri School of Engineering and Technology, thereby dispelling the notion that he was a “kattar socialist.” Rather, he proved himself to be a rational thinker who could discern and justify the need for CMIs to venture into such fields of education.

Already a two-time survivor of cancer, a third and entirely different onset was wholly unexpected. Yet, even at the age of over eighty, he displayed remarkable courage, becoming a personification of fortitude. Until April 2026, he continued to attend to his responsibilities in the Director’s office with unwavering commitment. Amidst his suffering, and without complaint, he brought out a book on CMI ministry from a sociological perspective. The Province acknowledged his intellectual and spiritual contributions by electing him to the supreme body of the Congregation, which he attended despite immense physical suffering.

Perhaps the congregation's decision to have him come to Keralam from an otherwise fertile thinking environment of Delhi and be part of its typical higher education culture, has deprived the world from have an Indian Sociologist who could have contributed to Sociological concepts and theories from an Indian-Asian perspective. Perhaps, no body remebers that, or regrets that!

As he now bids farewell after a valiant innings of scholarship, leadership, and endurance, dear Jose Acha, we salute you. May your example inspire emulation among your younger brothers. Adieu. May your grace-filled presence rest in peace!

Tuesday, 21 April 2026

Higher Education - Questionnaire AISEC 2024

 

FYUGP സംബന്ധിച്ച് ആൾ ഇന്ത്യ സേവ് എഡ്യൂക്കേഷൻ കമ്മിറ്റി (AISEC) കേരള ചാപ്റ്റർ നടത്തുന്ന അദ്ധ്യാപക സർവ്വെ - സെപ്തംബർ 2024
jprasant.cmi@gmail.com Switch account
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1. ബിരുദ പ്രവേശന സമയത്ത് മുഴുവൻ പാഠ്യക്രമം സംബന്ധിച്ച് വ്യക്തതയുണ്ടോ? It ought to be there, though in the initial phase of changes being introduced, it is often found to be missing. 
2. ആഴത്തിലുള്ള വിഷയ പഠനത്തിന് അർദ്ധവാർഷിക പരീക്ഷകളാണോ വർഷാന്തപരീക്ഷകളാണൊ ഗുണപ്രദം ?A combination of both, lest there be too much taxing on memory.    
3. പ്രവേശനപ്പരീക്ഷകളാണൊ ക്വാളിഫയിംഗ് പരീക്ഷകളാണൊ, ഉന്നത വിദ്യാഭ്യാസ മേഖലയ്ക്ക് ഹിതകരം? If qualifying exams could ensure quality and assess the expected outcomes reliably, the latter alone would have been sufficient.  However, over the years, the latter have become suspect as far as their quality is concerned. 

4. ഓട്ടോണമസ് കോളജുകളൊ അതൊ യൂണിവേഴ്സിറ്റി അഫിലിയേഷൻ സംവിധാനമൊ, ഉന്നത വിദ്യാഭ്യാസത്തിൻ്റെ ഗുണമേന്മയ്ക്ക് നല്ലത്? They are not opposed to each other. Autonomy is given to colleges with guidance and support to be received from the higher academic body. However, the experience in Keralam had been that of repression, restriction, fear and suspicion, rather than support and guidance.  The higher body should look at it as an opportunity for creative thinking in education - teaching, learning, assessment and outreach, and promote it and own it, rather than suppress it and throttle it. 


5. നിരന്തര പരീക്ഷകൾ അക്കാദമിക പ്രവർത്തനങ്ങളെ ദോഷകരമായി ബാധിക്കുന്നുണ്ടോ? I feel so. It was not meant to be continuous exams, but continuous assessments. Now practically, it has been reduced to continuous exams, though in some cases, meaningful efforts are made by way of presenations, surveys, papers, field action/case study and reporting etc. It depends more on the conviction and creativity of the teacher, and the freedom s/he enjoys and the promotion of such methods s/he receives. 

6.  3 വർഷ ബിരുദമൊ 4 വർഷ ഓണേഴ്സ് ബിരുദമൊ, ഏതാണ് വിദ്യാർത്ഥിയുടെ ഭാവിയ്ക്ക് നല്ലത്? This is a matter of choice, and that there is a provision for both, and both can be of advantage based on the disposition of the learner and possibilities around him and her, is a good thing. 

7. മൾട്ടിപ്പിൾ പ്രവേശനവും (Entry) മൾട്ടിപ്പിൾ വിടുതലും (Exit) ബിരുദ തലത്തിൽ വിദ്യാർത്ഥിക്ക് ഗുണകരമോ? All this points to the imitation or borrowal of a culture in toto. While this has been found to enhance the freedom of the individual learner, whether our society requires or can benefit from this is yet to be seen. However, multiple entry and exit dd not force anyone to do that unless, one feels the necessity and benefit of doing so. So, that way, it is to be seen as a good provision. 
8. ശാസ്ത്രവും മാനവികവിഷയങ്ങളും പഠിക്കുന്നവർക്ക് ഭാഷാവിഷയ പ്രാധാന്യം നിലവിലുള്ളതിൽ നിന്നു കുറയ്ക്കുന്നത് ഹിതകരമാണോ? I would say it is less beneficial. There could be minimum levels of language skills prescribed, and multiple ways of securing that provided. 
9. മൾട്ടി ഡിസിപ്ലിനറി പഠനം ഏകവിഷയപഠനത്തെക്കാൾ വിജ്ഞാന വർധനവിന് പ്രയോജനപ്രദമൊ?
I feel it should be based more on what the student wants to do with one's life - there should be sufficient provisions for guidance at the time of making choices. At the age of 18, let them make guided choices, with provisions still remaining for deeper learning or broader learning. 
10. ഇൻ്റേണൽ പരിഷകൾ വസ്തുനിഷ്ഠമായി നടക്കുന്നതിന് കോളജുകളിൽ തടസ്സങ്ങളുണ്ടോ? We ought to start with the purpose of 'internal exams'; it has been more meaningfully  rephrased as 'continuous (internal) assessment', implying the need for ensuring and making assessment through the process of learning; and the various levels of outcomes could be assessed. The traditional method of holding exams with very limited scope for assessing other outcomes - especially of skills of application and possibilities for creative thinking and creation, is indeed a great barrier for a teacher interested in going beyond the typical ways of assessing. The system - university, the method of setting the curriculum, the centralised way of assessment, the lack of autonomy and trust, all these serve as a barrier in holding internal assessments meaningfully (rather than, objectively - objectively, as well; to the extent they are related/not related to the objects of learning and assessment). 

11. എക്സ്റ്റേണൽ പരീക്ഷകളുടെ നടത്തിപ്പ് യൂണിവേഴ്സിറ്റി നടത്തുന്നതോ, കോളജുകൾ നടത്തുന്നതോ ഏതാണ് കൂടുതൽ മൂല്യനിർണ്ണയ നിലവാരം ഉറപ്പാക്കുന്നത്? The very question itself appears flawed - what is external? The new concepts of continuous assessment and end term/semester assessment appear more meaningful.  It will all depend on the promotion and creation of a system where as envisaged in NEP 2020, the teacher is at the heart of education - where teachers are trusted, and in turn, they are professionals of integrity.  This culture is to be promoted with well charted out strategy.  And no HEI may be able to survive for long with manipulated grades and results. 


12. പി ജി പഠനം ഒരു വർഷമാക്കുന്നതോ രണ്ടു വർഷമൊ ഏതാണ് അഭികാമ്യം? The provisions of 3 year degree with 2 year PG, along with that of 4 year degree with 1 year PG could be provided - depending on the tastes and abilities of the students. 
13. FYUGP യിൽ എല്ലാ കാര്യങ്ങളും സുതാര്യമായി നടക്കുന്നുണ്ടോ? As if there was any transparency in the earlier system. Hardly any teacher would have a comprehensive picture of the programme as such. 
14. യൂണിവേഴ്സിറ്റിയുടെ സ്വയംഭരണം നിലനിറുത്തുന്നതിൽ പുതിയ ബിരുദ പഠനം ഗുണകരമൊ?In what way would a programme affect university's autonomy, I am not very clear. Or is it that the state has mandated all universities under it or within its geographical territory to comply with the mandate? While a university's autonomy is a very important aspect of academics, is that an end in itself? If the so-called autonomy is being used to perpetuate an archaic system, can't the state interfere? Or it should be of a free-market situation (at least as in America, from where these ideas are being borrowed, as we don't create new ones, but only copy and critique what others make) where, left to the university, the entire curriculum, the outcomes will speak, and accordingly, students will make choices. 
 

15. സ്കൂൾ പഠന നിലവാരവും DPEP യിലെ ഓൾ പ്രൊമോഷനും തമ്മിൽ ബന്ധമുണ്ടോ?
DPEP - in whatever name (I would term it activity-based, interactive and experiential learning) was implemented haphazardly with some funding agenda perhaps, and with a teacher population (majority) unwilling and sceptical about the whole thing. It should have been run well on a pilot basis and proven its merit and then implemented. I am all for the philosophy, behind it, as I understand it. And wait, wasn't all promotion introduced much before DPEP (late '90s)? 
16. ബിരുദപ്രവേശനം നേടുന്നകുട്ടികളിൽ CBSE/ ICSE സിലബസാണോ DPEP യാണോ
നിലവാരത്തിൽ മികച്ചതായി കാണുന്നത് ? Apparently, the CBSE/ICSE students are found better skilled and equipped than the DPEP (??) scheme products. 
17. ബിരുദ പഠനസെമസ്റ്റർ സമ്പ്രദായം പരിഷ്കരിക്കേണ്ടതോ, ഒഴിവാക്കേണ്ടതോ ആയി തോന്നിയിട്ടുണ്ടോ? Definitely. This could be an effective tool for intensive learning under an autonomous, decentralised, teacher-trusted system. In our system of mistrust combined with skewed perception of teaching (less of learning) and outcomes, this has turned out to be an exam-centred system, taxing both the teachers and the students without corresponding results. 
18. FYUGP യെ കുറിച്ച് അദ്ധ്യാപകർക്ക് സമഗ്രമായ അറിവു കിട്ടിയിട്ടുണ്ടോ? I am afraid not. Even if it is given, rarely is it received with interest or eagerness on the part of the teacher-community. 
19. FYUGP  യെ കുറിച്ച് കുട്ടികളിൽ കൃത്യമായ ധാരണയുണ്ടൊ? I am afraid not. 
20. വിദ്യാർത്ഥികൾക്ക് വ്യക്തിപരമായ ശ്രദ്ധ കൊടുക്കുന്നതിനും സജീവമായ ക്ലാസ്സ് റൂം അന്തരീക്ഷത്തിനും പുതിയ സമ്പ്രദായം കൂടുതൽ ഫലപ്രദമാണോ? It will all depend on how we design it as a system. Individualised care might have been there in the old model as well - more as an exception, than as a rule. 
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