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MS, PhD Linguistics, MIT, Cambridge, USA
K. P. Mohanan has taught in the USA at the University of Texas at Austin; MIT; Stanford University; and at the National University of Singapore (NUS). He has made significant contributions to linguistic theory; was the architect of an Inquiry-Oriented undergraduate program in Linguistics at NUS; and has worked extensively with the nature of academic knowledge and inquiry, against the backdrop of human beliefs. He joined the IISER-Pune Faculty in 2011, where he continued his work till he retired at the end of 2016.
PhD Linguistics, Stanford University, USA
Tara Mohanan is well respected internationally for her work on theoretical issues in semantics, syntax, morphology, and phonology, based largely but not exclusively on phenomena in Hindi and Malayalam. At the NUS, where she taught for 16 years, she co-designed with K P Mohanan an Inquiry-Oriented undergraduate program in Linguistics. She has a rare range in educational experience that spans experimenting with Inquiry-Oriented activities in 2nd Grade to advising PhD scholars writing a doctoral dissertation.
BA with High Honours (Mathematics) from Oberlin College
Graduate Student (Mathematics) at University of Arizona, Tucson
Madhav Kaushish founded SmarterGrades, an online, adaptive numeracy learning portal in 2011 with funding from the Ewing Marion Kauffmann Foundation. He then worked with Universal Learn Today (The educational wing of India Today) as a Curriculum Developer and Mathematics Education Specialist, and later as their Manager of Online Educational Product Development. He then worked as a consultant for UNESCO MGIEP. He started work on his PhD in 2016 at The University of Arizona, Tucson.
MSc, IIT Madras
Jayasree Subramanian has taught in schools and colleges. Associated with Educational Initiatives, she has worked on the development of diagnostic assessments, teacher assessments, learning modules for an adaptive learning tool, and evaluation of educational programmes in the government school space. She has been working with ThinQ for several years, and is currently pursuing a PhD in Math Education at the Homi Bhabha Centre for Science Education.
Vaideeswaran (Deesh) consults in the field of environment, climate change, and sustainable solutions. He has established his consulting practice, both in the development and business sector, and works both within India and in other developing countries. He has been a core consultant with the World Bank for more than 15 years. Further to that, he has a keen interest in facilitating innovative approaches in school education. He has been a guest resource person for more than 10 years in The School KFI, Chennai and has been continually engaged in sharing his expertise with high schoolers.
PhD, Computational Molecular Biophysics, National University of Singapore, Singapore
Vigneshwar Ramakrishnan is an Assistant Professor at SASTRA University, Thanjavur, teaching Bioinformatics. His research work focuses on investigating the mechanisms of protein-DNA interactions. With an interest in inculcating scientific thinking in young minds, he founded the "Science Arattai", an informal forum for science discussion, for undergraduate students at SASTRA, where alongside the knowldege component, he takes every available opportunity to build inquiry abilities into the curriculum.
Sriram Naganathan has been closely associated as a resource person with IgnusERG, a group of professionals working to improve the quality of education for marginalized children across India at elementary and secondary levels. When he finds time, he also teaches History at The School-KFI, Chennai. Sriram trained in Business Journalism at the Times Research Foundation in Delhi and was a Reuter Fellow at the University of Oxford, UK. He held editorial positions in publications such as Business India and Business World, and wrote for publications such as Asian Venture Capital Journal and Oxford Analytica before moving to the field of education full-time. Sriram also advises Venture Intelligence, which tracks deals in the private equity and venture capital ecosystem in India.
B.E.(Elect), COE Pune, Diploma in Advanced Computing, CDAC
Anjali Chipalkatti has worked on design and development of key indigenous solutions for Indian Defense. She has led IT portfolios for various multinational corporates as program manager with complete ownership of onsite and offshore operations.She is a founder member of Avakash Nirmitee, a group that engages in making documentary films on socially relevant subjects including education, and has been working as a science educator.
Aarthi Lourdes worked as an IT professional for 11 years before taking a break to catch up with life. Life happened during the break as she did ThinQ’s IIE course and fell for it hook, line, and sinker. Around the same time, she also did her teacher training from The School - KFI to get an understanding of an alternative approach to educating children. Now she’s happy working with ThinQ, and ThinQfecting everyone around her with the ThinQ-bug.
Ramesh has a range of experience from working in various fields - starting with troubleshooting electronic devices as a hobby from his school days, training and tech support in computer hardware and networking, facilitating personal development programs in Landmark Education (based on Werner Erhart's work), being a volunteer and trainer for a suicide prevention helpline, and doing photography and videography for social causes. He currently runs a school in Chennai, where he is initiating meaningful changes. He believes in using his life for causes that can make a difference to the world. He saw ThinQ as a good solution to ailing school academia, that bothered him all his life, and thus volunteers his time with ThinQ.
Pursuing a degree in Master’s in Elementary Education (Ongoing at TISS, Mumbai)
Aditi discovered her interest in thinking about education during a sociology lecture in her undergraduate degree. Since then, she has been volunteering and interning with various organisations that work in education and began working with ThinQ in July, 2018. Here, she learnt ways to tap into her intellectual interests and pursue them wholeheartedly. She is also trained in Bharatnatyam and enjoys reading about philosophy.
MSc Biotechnology, University of Pune
Rashmi works as a curriculum and program developer at Agastya International Foundation, an NGO working in the space of hands-on science education for underprivileged children in rural India. After many years of research in Neuroscience at NCBS, Bangalore, Rashmi got very interested in school education and the neuroscience of how we learn. Rashmi believes that ThinQ was a transformative experience for her as it helped her overcome fear and insecurity associated with open exploration and begin to see it as an exciting journey. She is committed to developing an inquiry-oriented high school curriculum for Biology as well as pursuing research on how knowledge is created in the brain.
Sayali Tamane, after completing her Bachelors in Engineering, entered the developmental sector. She went on to complete her Masters in Educational Technology from the University of British Columbia and has been involved in the design and development of the 'Avirat' online training program for secondary school teachers across Maharashtra. She has worked as a member of the Board of Studies for creating the textbooks for 'Self Development and Art Appreciation' for grades 9th and 10th for the Maharashtra State Board. She has been working on educating students from underprivileged background for several years. She currently works as a consultant in education and educational technology for different non-governmental organizations.
MA (English), Pune University; Post-Grad. Diploma (Communication Media for Children), SNDT University; School Psychology, Jnana Prabhodhini, Pune
Committed to the cause of education, Malati Kalmadi worked as a teacher for three years before becoming Trustee at Kannada Sangha, Pune, which runs the Kaveri Group of Institutes (KGI). She continues as a Trustee today, playing a significant role in keeping KGI motivated in accepting change and being creative, and building a culture of trust. She has been the guiding force in bringing to KGI a vision of learner-centeredness and a safe environment, as well as in initiating programs that offer students a wide spread of arenas for overall development. Malati is also an Ex-Senate member of Pune University; Director at Anjali Morris Foundation that works with children with Learning Disabilities; Trustee of the University Women's Association, Pune, which works for the welfare of women and the girl child; Life Member of INTACH, a national body for Culture and Heritage; and a Member of 'Connecting,' an NGO that works for the Prevention of Suicide among Youth.
Jeevan Mendoza, a Jesuit priest, is currently pursuing licentiate studies in philosophy at the Gregorian University, Rome. He worked for six and a half years in Nandurbar district of Maharashtra in the field of elementary education; the work included training bare-foot teachers in innovative and child-friendly teaching methods. He also actively promoted children's literature in tribal villages and made the library a more child-friendly space, given the constraints of rural infrastructure. Firmly convinced about the significance of critical thinking and reasoning in education, he endeavours to promote these abilities wherever possible.
MA, M.Phil (History), JNU, Delhi
Vagish Jha has worked with alternative school education, educational programming and marketing, audio-video media, digitizing archives of valuable documents and audio-visual resources, radio programming, and social communication and community development. He was an Education Development Specialist with Learn Today, the educational wing of the India Today Group, until he took over in 2017 as Assistant Vice President, Academic Lead, IL&FS Education.
Kuany is a Prevention of Violent Extremism through Education (PVEE) Specialist at UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP). A global nomad from South Sudan, he completed his high school education in Kenya while a refugee. He is self-educated in global geopolitics, philosophy and trained in the Paul-Elder Framework for Critical Thinking, and most importantly, ThinQ’s Inquiry-Orientated Education — which he describes as the most dispassionate and rigorous method for any seeker of the truth.
An activist by nurture, at UNESCO MGIEP, Kuany is in charge of #YouthWagingPeace, TAG e and the overall PVEE coordination. He also works on the Institute’s flagship Libre Project, World Rescue Game and youth-led monitoring of the Sustainable Development Goals. His book, The Enlightened Darkness is an intimate meditation on the causes and consequences of the Sudanese Civil War. He is currently working on his second book, ACHOL, on the customs and traditions of South Sudanese tribes. He hopes to use the proceeds from the books to support orphans’ education in South Sudan.
Kuany derives his motivation from a high school teacher who once told him that he will ‘’never amount to anything in life.’’ He rejoices in the GOOD things of the mind — good books, good coffee, good music, soccer, and enriching conversations, and solitude.
Rayn Samson is a homeschooled student who never gave any formal exams until, at the age of eighteen, he decided that he wanted to pursue higher education. He studies with the help of tutors as a private candidate and plans to start his undergraduate degree in 2019. Before taking up studies full-time, he used to play semi-professional football in and around Pune, and continues to live and promote a physically active lifestyle.
After graduating in mathematics, Nilabh ran a democratic community school in rural Bihar. Later, he did masters in Women's Studies from TISS.He also went to Alpen-Adria University for course in Human Ecology, Environmental Science, and Sociology as an exchange student and interned at Teach For Austria, and ILB, Vienna. On returning to India, he joined Eklavya to work in school education in tribal area of Chhindwara, MP. He has a deep interest in Democratic Schooling, Language, Mathematics, Science, Inquiry Oriented Learning, Education, and developing teaching-learning material for young learners.