Here is a true story of a little girl in Northern India and her journey in pursuit of education. This little girl, when she was about six years old, attended a grand-homecoming celebration of a man from a small town.
The man had gone to a far, far away land to obtain the highest possible education, a doctorate degree (Ph.D.) from a prestigious university. The man had made a name for himself and now he was returning home. People from the surrounding towns held him in the highest of esteem.
To celebrate his homecoming, the crowds came in droves from the nearby villages, thorpes, and towns; both rich and poor. Donned in their best clothes, set in their festive moods, they brought with them food, confetti, and their most precious children. They had hoped that perhaps a glimpse of this esteemed man’s face, a touch of his hand, or the sound of his voice would inspire the very young and kindle a desire to learn. The year was 1928.
The little girl, who attended the celebration with her father, was so moved by the events of the day, that upon returning home she vowed that she, too, would someday go to the same university and pursue the same type of education in that far away land.
What the little girl did not know was that in those days in India, in 1928, most girls did not go to school. Instead, they learned to sew, cook, and take care of household chores. Not this little girl. Instead, she wanted to read and write. Nothing could stop her. The fact that very few books were available in her tiny town did not deter her from learning to read, and to read voraciously. She began reading the printed information on every piece of paper she could find, in the house, in the libraries, and even on the streets.
Unlike many other girls, this girl was fortunate to have the support of her loving father, who was an educator himself. By the time she was 16 years old, she had completed her master’s in philosophy and psychology from one of the most prestigious universities in India. Determined to achieve her childhood goals, she did not rest till she completed her much-coveted Ph.D. in child psychology from Columbia University in New York.
She was highly influenced by the collective works and theories of Dewey, Piaget, Carl Rogers, Maslow and Bloom, to name a few. She authored numerous books in her subject area and wrote articles on child development and student learning. Above all, she guided many young children to believe in themselves, develop self-confidence, and rely on self-determination. Her academic focus was on the self and student-centered learning.
This amazing woman’s name was Dr. Mehrunnisa Ahmad and she was my mother.
Laying the Foundation of Self Development Preschool
On one occasion, when my mother was visiting me in the mid 1980s, I requested if she could review the curriculum of the preschool we were planning on opening in Mesa, Ariz. Excitedly, she took the responsibility of designing a unique and innovative curriculum to maximize the potential of individual children. In developing the curriculum, she integrated the philosophies of Maria Montessori, John Dewey, Carl Rogers, and Benjamin Bloom. The focus of the preschool model was based on student-centered learning, where the young children engaged in activities that had been previously presented to them.
My mother laid the foundation for a strong belief that preschoolers can learn to think critically. They can learn to solve real world problems and prepare themselves for the future. With the emphasis on self-motivation and self-determination, Dr. Ahmad named the preschool: Self Development Preschool (SDP). This student-centered preschool opened in 1988 in Mesa, Ariz.
The Philosophy of Self Development Academy and its Four R’s
Dr. Ahmad’s philosophy embraced the concept of self which includes self-awareness, self-knowledge, and self-acceptance. By asking questions, students learn about themselves, as to who they are, what they like, and how do they do things that are important to them. This self-awareness leads to self-knowledge which, in turn, results in self-acceptance. Once students accept themselves as they are, they gain confidence, and their sense of self is solidified.
Soon after the preschool was established, the parents of the young preschool children began noticing the amazing growth in curiosity and discovery which was permeating in their daily routines. After observing the benefits of the student-centered educational philosophy at the preschool level, parents began repeatedly requesting that the leaders of Self Development must consider expanding the preschool program to offer K-8 schooling.
The student-centered learning hones the development of independence and self-reliance, where the student takes the responsibility of discovering and learning. Being Responsible is one of the four R’s of our school’s culture. The other three R’s are be Ready, be Respectful, and be Resilient. Students learn certain skills that can be applied in many other situations. They learn to apply the knowledge gained in one area to a new area. Thus, they learn to process information to create new knowledge rather than stacking information, one layer on top of another.
This process of developing a new understanding or creating new meaning is inherent to student-centered learning espoused by Dr. Ahmad, my mother. The students learn to apply prior experiences to new situations and develop an enhanced level of understanding and eventually become a lifelong learner.
Developing a Lifelong Love for Learning
My mother was an avid reader. A proponent of student-centered learning, she envisioned students taking an active role in selecting what they want to learn. Unlike the traditional teaching where the teacher-centered approach set the stage for passive learning, the student-centered classrooms encourage students to select what they would want to learn and to pace their learning as they engage in a rigorous curriculum.
Self Development’s approach to mastery encourages students to try new concepts, appreciate their abilities, and link effort with achievement. What this means is that students not only learn new material, but they synthesize what they learn by exploring, discovering, and creating.
The Commitment to Student Success
The commitment to student-centered learning has earned Self Development Academy numerous awards and accolades. We are grateful for the awards, but we are most proud of the accolades from our own families and graduates whose lives have been positively touched by Self Development Academy.
One of our former students, Nathan B., writes, “Self Development School was the perfect beginning to my education, teaching me how to write well and seek out advanced mathematics. It prepared me to do well in high school and was a key factor toward getting me into Princeton University.”
In 1988, my mother, Dr. Ahmad, was diagnosed with a terminal illness. As we said our goodbyes, I hugged her and said how sad I was that she was leaving us, and with her she was taking away a wealth of information and a brilliant mind. The educator in her awakened. She quickly quipped, “Anjum, all you have to do is to read.”
Yes, what a legacy she left behind: The belief that a love for knowledge is the key to transcend obstacles for the betterment of self and for others. All we have to do is instill in our children a love for reading.
For more information regarding Self Development Academy, please contact the front office at (480) 641-2640.
This article is a tribute to my late mother, Dr. Mehrunnisa Ahmad, whose passion for education has deeply influenced my commitment to student learning.