Schools Must Celebrate Holi Festival with Eventful Learning Approach, Suggests Jaipur Based Educator and Researcher

An AI prompt 'dr lalit kishore educator on holi festival'  informs that Dr. Lalit Kishore is a prominent Jaipur-based educator, researcher, and activist specializing in inclusive education and pedagogy. While he is primarily known for his work with the Disha Foundation, a resource centre for multiple disabilities, and his research on alternative educational practices, he has also engaged with cultural festivals like Holi through an educational and social lens.

The AI review mentions that Kishore's educational perspectives on Holi is associated with Cultural & Social Values: In his educational discourse, he often links traditional festivals to broader social themes. "For Holi, this typically includes the triumph of good over evil and the promotion of unity and equality, mirroring his professional commitment to breaking down social barriers and stigma," it is added.https://www.google.com/search?q=dr+lalit+kishore+educator+on+holi+festival&sca_esv=

Another prompt to Google AI "dr lalit kishore educator on eventful learning" reveals that he advocates that schools should celebrate festival with 'eventful learning strategy.  "This pedagogical approach emphasizes creating memorable, active, and meaningful learning experiences—or "events"—rather than passive rote instruction," adds the searchhttps://www.google.com/search?q=dr+lalit+kishore+educator+on+eventful+learning&sourceid=chrome&ie=

Here is a brief account of a his lesson study at Disha Foundation

A lesson study on linking culture to learning for children with special needs ahead of Holi

Abstract

A lesson study on linkage of the Indian festival of colours – Holi – was undertaken for language development of a child with special needs. The objectives of the lesson study were: (1) To develop a micro-learning based research lesson for Hindi language learning of a child with Cerebral Palsy (age: 9 years; above average IQ;  grade two; male); and; (2) To transact the research lesson to adapt it as part of  syllabus of grade two Hindi for similar situation. The methodology of clinical lesson study (one-on-one; micro-learning episodes with protocols) was used for the research. The research lesson with triangulated intrinsic validity was the tool for the study which was reviewed by organizing a mini focus group and fine-tuned. Also, teacher training modification was implicated in the study along with a teacher handbook on the lesson with content, learning task sheets and procedure for use to teach culture-linked Hindi in a special school.

Keywords: Children with special needs, culture-linked learning, curriculum adaptation, language development, lesson study, micro-learning