A Day at the Think Tank : Bringing back academics to academia, Reassessing the Purpose and Pathways to Excellence.

Today, I walked into a space that wasn’t about right or wrong answers, academic pressure, or competition. It was about thoughts... raw, honest, and unfiltered. Our college hosted a Think Tank session at 3:00 PM on July 23rd, and it turned out to be one of the most thought-provoking events I’ve attended in a long while.

The event was gracefully hosted by Ms. Aarthi and Ms. Vishnupriya from the 1st MA English department. It was their first time managing such a session, and they did it so smoothly and beautifully that the whole thing felt effortless for the participants involved.

There were five diverse speakers during today's session, professors and students, each sharing unique ideas that touched upon everything from dance and education to empathy and generational gaps. Let me walk you through the journey of thoughts I experienced today.

Classical Dance as Therapy – Prof. B. Sujitha

Prof. Sujitha opened the floor by speaking about classical dance as a form of therapy. Every point she raised was valid and well-articulated, but one particular thought struck me deeply: anything that gives peace to an individual's mind is therapy.

It made me reflect on how personal healing can be. What if someone doesn’t enjoy dancing? I, for one, love watching people dance, but I can’t dance. So for me, dance doesn’t feel therapeutic. On the other hand, music does. I find therapy in listening to songs, in singing, in losing myself in the rhythm of melody. That’s when I feel healed. One must feel and experience something to make it feel like a therapy...

Books can be therapy too, for some, it's reading; for others, it's imagining themselves as the character; and for many, food brings comfort. Everyone’s therapy looks different. That’s the beauty of it.

Bringing Academics Back to Academia – Prof. Angeline

Prof. Angeline brought in an insightful discussion about our curriculum system and the role of choice-based credit structures. She talked about something called needs analysis, understanding what students truly require, and shaping the academic system around that.

One thing she said really stayed with me: "If students come forward and express their needs, it creates a demand, and where there’s demand, supply follows." That shift from "choice-based" to "need-based" education felt like a revolutionary idea.

She also introduced the concept of a skill-based curriculum. A student answered the question whether smart classrooms were being used effectively. And he answered that it's used in moderation and not much.. Another professor countered by encouraging us to develop a love for learning — and then came a question that lingered in my mind:

 

"What’s your way of saying you’ve learned something?"

For me, the answer is simple. I talk about it. I interact. I express it in conversations. All these years, I was a silent student, invisible even to professors. But now, I feel that spark of learning, and I absolutely love it.

Prof. Angeline also spoke about the rise of AI tools like ChatGPT. She rightly pointed out that while it’s okay to seek help from tech, the things meant to be done by a human must stay that way. Students are skipping the actual reading and relying on summaries. And I must agree that we Gen Zs do struggle with long attention spans. But shouldn’t the system adapt to us a little too?

Bringing Learning Back to the Learner – Prof. Rufus

Prof. Rufus shared a sentiment that felt like a mission statement: "Bring learning back to the learner." I loved that.

He spoke about how today’s students are glued to mobile phones, but he didn’t stop there. He emphasized mutual learning... we learn from our professors, and they from us.

His analogy stuck with me: 

"What I know is different from what the learner needs" 

If someone asks for coffee and you offer tea, even when you have coffee is unfair because their need wasn't met. Similarly, teachers might think students need more advice, but sometimes, all we really need is someone to listen. That quiet space of feeling heard is powerful.

He advocated for learning beyond the classroom, outside the four walls, in discussion zones, music zones, reading corners. Assignments for marks don’t develop skills or bring peace. Spaces should exist where students feel safe to explore, not just perform.

And on that note, a thought came to me.. if we force students to read by assigning a compulsory reading hour, wouldn’t that create more hatred toward books? Some students may want to write, not read. Skills shouldn’t be boxed in. Freedom makes learning flourish.

Model United Nations – Ms. Srija Dutta

Ms. Srija Dutta from 2nd MA History delivered a powerful talk on the Model United Nations (MUN). She shared how MUN develops oratory, diplomacy, cultural awareness, and social responsibility. She highlighted moderated sessions focused on gender equality and LGBTQ+ rights, and unmoderated ones tackling global crises like bio-warfare, drug trafficking, and climate refugees.

She proposed introducing MUN into our college activities, or even as a subject. But that led to an honest counter from a professor who pointed out that not everyone would be interested in politics and that’s true too. Every student has different interests and expertise.

When Ms. Lekha asked how this could be implemented, Srija responded wisely to start with an activity, test the waters, then think about including it in the curriculum. And surprisingly, many students raised their hands to show interest.

Ways to bring back distracted pupils to the benches – Mr. Sanjo Thomas

Mr. Sanjo Thomas from 3rd BA Economics shifted the lens toward distracted students and how to bring them back to learning.

He pointed out how government school's attendance increased drastically after mid-day meal schemes because the government understood what students needed. Sometimes it's not just about academics, it’s about survival, dignity, and empathy.

He stressed the importance of letting students into class even if they’re late. This ignited debate. One professor, especially from the self-financed stream, raised a fair point: for a 1:45 PM class, is it okay to arrive late when there’s plenty of time to get ready?

From a teacher's perspective, constant late entries can disrupt the flow of a class and I understand that. But it’s also true that not all latecomers are lazy. Some miss buses, travel far, or have difficult mornings. It’s important for both sides to show understanding.

The takeaway here was that classrooms should feel like dialogues, not monologues. Traditional teaching feels like listening to a tape... interaction should be encouraged, and it’s the teacher’s responsibility to make the subject engaging.

A Professor Who Listens – Prof. Rufus (Again)

When another Prof. asked how Prof. Rufus captures our attention so well, many students vouched for him. 

He’s not just a professor. He’s a motivator, a listener, someone who believes in nurturing both skills and spirit. He was the one who even suggested I start blogging.. something I now treasure.

He doesn't shut down students' dreams like some parents do, saying extra-curriculars won’t put food on the plate. He believes in balance, that we can pursue academics and passions. That kind of support is rare.

Are students and teachers of this generation lost? – Ms. Keren Susan

The final speaker, Ms. Keren Susan, tackled a bold and sensitive topic, Are students and teachers of this generation lost? She spoke about the widening generational gap and suggested forming clubs for professors too, spaces where both mentors and mentees can connect beyond hierarchy, with mutual respect, and she concluded that Interaction is the key to build bonds..

After two and a half hours of rich, open dialogue, we wrapped up with refreshments and light-hearted chats. The lines between professors and students blurred, We weren’t teacher and learner anymore.. we were just people, thinking together.

That’s the magic of Think Tank.

It made me feel heard.

It made me think.

And more importantly, it made me want to keep learning.