Wednesday, September 17, 2014
empty hangers
clatter in the wardrobe -
new bridal dress
-
-
the quiet tuning in
to partake of her silence:
roaring ocean
-
-
stands between
the shadow and the soul-
Neruda
-
-
virtual flirting
untamed bushes- straggly
dystopia
-
-
between the lantern
and the smart phone
the pizza- eating girl
-
-
dreaming her nude
the serpent rises:
first orgasm
-
-
too many gods
and so few flowers
Whom to please?
-
-
drowsily rises
after a sleepless night
the sick sun
-
-
on yesterday
drifting back and forth
thought to fri
-
-
morning breeze
the feel of sweet chill-
receding monsoon
-
-
the yellow snake sneaks
through the blooming Balsams bed
the lone frog puffs up
-
-
painting the glow
in the green forest of:
unseen fingers
-
-
- Ram Krishna Singh , India
Tuesday, September 16, 2014
MY Contribution to AN ONLINE ILLUSTRATED ANTHOLOGY ON 9/11 AND THE ARTISTIC EXPERIENCE
Extracted from:
An
Online Illustrated Anthology:
9/11
and the Artistic Experience
Edited by Christal
Cooper
Twenty-two artists of all genres and from across the globe were
asked two questions: 1. What is your personal experience of 9/11?
(and) 2. How did 9/11 influence your art and/or your
faith?
Their responses, photos, and examples of their art
work is included in this
46 page blog post.
RAM KRISHNA SINGH
Professor of English,
Department of Humanities & Social Sciences at Indian School of Mines.
Varanasi, India
On that fateful day, I was at home in Dhanbad, doing my routine
teaching and other chores, as usual. It was a normal day like any other day but
for a 'flash' about the terrorists' attack in the US on some news channel on
TV. It was more serious that it initially appeared. For more information, I
switched the channel and spent several hours watching the details, now history,
pouring in from various quarters on the CNN and BBC.
Though we were far away from the World Trade Center that was attacked,
the event gave us some very anxious moments. My father called up from Varanasi
to express his anxiety about the safety of my sister's son, working in the US.
He was also worried about my other sister who had left for Stockholm to attend
some conference.
I was rather more worried, like my father, about the implications
of 'high alert' announced by the Government of India for the defense officers.
We didn't want our son's leave to be cancelled. He had planned to leave for
Dhanbad on Sept 13.
We could be relieved only after receiving information from each
one the next day.
The 9/11 incident made me think: It never pays a country to
promote terrorism in any form. As I noted in my diary on Sept 12:
"I won't be surprised of the US now attacks Afghanistan,
Pakistan, Palestinians, Iraq, Iran, Libya that have been promoting
fundamentalism and terrorizing people. The first three countries are most
susceptible to the US action....
But it's shocking to see thousands of people simply being killed
in America. The way the two towers of the World Trade Center were collapsed is
historic in that the US could not prevent hijacking of its airplanes from its
cities nor could its intelligence services, Pentagon, satellite surveillance,
missiles etc could be effective before the meticulous planning of Osama bin
Laden and his terrorist supporters. The American planes in America were
used to turn to rubbles the Pentagon and the WTC and several thousands of
people killed in a few minutes?
It's
time every country reconsiders its options and acts swiftly to demolish every
terrorist outfit in every nook and corner of the globe. The Human Rights
politics as well as the politics of Terrorism must end, if civilization and
humanity is to survive."
As far as the impact of 9/11 on my poetry is concerned, I notice
no major change in my practice. I have possibly progressively taken to haiku
and tanka, rather than any longer form of poetry writing just as there has been
more ironical reflection on politics and religion.
I have been a university professor, teaching English language
skills to students of earth and mineral sciences and engineering in a technical
university, Indian School of Mines, Dhanbad, for over three decades. I have
also been practicing poetry besides guiding research in English language and
literature.
My poetry reveals my faith. I believe in unity of humankind and
equality of sexes. I recognize the world as one earth, one nation, one
country, just as I love and respect all the races, tribes, nationalities,
religions and languages. I accept the spiritual oneness of people and my
concerns cut across national boundaries. I believe in living without prejudices
as man belonging to the whole world, honest to myself.
The themes of spiritual search, an attempt to understand myself
and the world around me, social injustice and disintegration, human suffering,
degradation of relationship -- political corruption, fundamentalism, hollowness
of urban life and its false values, prejudices, loneliness, sex, love, irony
etc, are prominent in my poems. It tears my psyche when I see all around me the
ugly dance of religious intolerance and fundamentalism, ethnic, cattiest, and
communal violence, rigidity and narrowness of attitude and behavior,
degradation of human dignity, political and moral turpitude, and the suicidal
urge for self-destruction. I often feel I don't belong to the place or people
here.
Born, brought up and educated in Varanasi (Uttar Pradesh, India),
I have been interested in Indian English writing, especially poetry, and
English for Specific Purposes, especially for science and technology. I have
authored more than 160 research articles, 170 book reviews, and 39 books. Many
of my poems have been translated into Italian, Greek, German, Spanish,
Romanian, Chinese, Arabic, Farsi, Japanese, Serbian, Croatian, Slovene,
Bulgarian, Portuguese, Crimean Tatar, Hindi, Punjabi, Kannad, Tamil, Bangla,
Esperanto etc.
New Indian English Poetry: An Alternative Voice: R.K.Singh(ed. I.K.Sharma, 2004), R.K.Singh's Mind and Art: A Symphony
of Expressions (ed:
Rajni Singh, 2011),Critical Perspectives on the Poetry of R.K.Singh,
D.C.Chambial and I.K.Sharma (ed: K.V. Dominic, 2011), and Anger in Contemporary Indian English Poetry ( Vijay Vishal, 2014) are some of the books that
explore my creativity since the 1970s. My bibliography appears in some 35
publications in the UK, USA, India and elsewhere.
Courtesy:
Wednesday, September 10, 2014
TEXT OF MY SPEECH AT ISL on Teachers Day
Text of the speech of Professor R.K. Singh as Chief
Guest at Indian School of Learning, ISM
Annexe, Dhanbad on 5 Sept 2014
Thanks for inviting me and associating me with
celebration of Teachers Day in your esteemed school for the second time. First
time it was in 2007. I don’t remember what I said seven years ago, but today,
as I near my retirement, I would like to
share with you some thoughts about our own professional role as teachers.
I have no experience of teaching in school, but I have
not forgotten my years in school. Teachers have great responsibility—to make
students creative. None helped me in a way
I could remember one with respect or gratitude. Perhaps, that’s why I am
not very fond of worshipping ‘Guru’ even if we may feel flattered by
celebrating “Guru Parva”.
But occasion like this should be viewed as time for
self-reflection: what are we doing? How? And how can we change ourselves,
besides making our students creative?
It hurts me deeply to read reports of physical torture
and punishment to students. By beating our kids, we show our own lack of
sensitivity. We close the doors of creativity and sow the seeds of negativity
and frustration. It turns young learners
hostile, maybe violent, and harms them on a long term basis.
When I recall my days in school, the only inerasable
childhood memory I have is the heavy
beating I suffered from my teachers.
Some of them impulsively and impudently caned and punched me. The
result: I lost interest in studies, yet survived, and ironically, became a
teacher myself. Perhaps because I couldn’t become anything else! Honestly, I lost respect for teachers, and
later even wrote articles and letters to the editor condemning them for their
behavior, attitude and activism in the 1960s. But, that is a different story.
What matters is the teachers’ own sense of responsibility
in making their students creative, which is
possible only when teachers display personal attributes that will make them as models to emulate – a cheerful
disposition, friendliness, emotional maturity, sincerity, and caring about
students as individuals as well as
learners. They need to display affection, sympathy, compassion, love for
students, and be attentive to their smaller needs and emotions.
Expression of anger, aggression, or non-academic pastime
serve no learning purpose. As teachers we need to communicate and interact with
them, facilitating thoughtful discourse, discussion, debate, exchange, and
relating to their experiences, stimulating their intellectual and emotional
development through meaningful activities and social participation, encouraging
tolerance, appreciating differences and promoting mutual understanding.
As teachers we are creating human assets for the
future. We are instrumental in shaping their character. We need to experience
the human face of education from
early years, so that men and women become more men and women, become satyam,
shivam, and sundaram – the true, the good and the beautiful.
We can bring about creative changes by sowing seeds for
positive thinking, originality, innovation; by enabling young children’s growth
in terms of their natural talent, with values that affect individual, social,
and national development. We need to discover and value their innate abilities,
qualities, and desire to pursue what suits their natural talent; help them
discover what they are most interested in, and find out what they want to do,
and then to see if it is worth doing.
We should not treat education as mere commodity, or
business enterprise, or means of dividing the society further with denial of
its availability. The rural, the poor, the deprived need our attention as much
as the well-offs and the urban. We can, in our own limited way, contribute to
the very basis of education as the great equalizer in order to move forward
towards a just social order our leaders
have been talking about for the last more than six decades.
If we trust them and if we wish to transform the present
into better future, we can’t be
short-sighted, mechanical, or routine. We can’t achieve excellence by being
superficial, or by ignoring the human capital we are supposed to nurture at school level.
Teachers, as also the parents, not only need to create
conducive learning environment but also to
nurture young children for living richly and fully without conflict so
that their life doesn’t become a battle field. It is rather learning to work,
to build, to create together, to be able to live life without fear. When there
is no fear, there will be freedom, freedom to learn, to inquire, to discover,
to find out. That freedom of the mind Tagore talks about in one of his
celebrated poems (“Where the mind is
without fear and the head is held high/ where knowledge is free/ where the
world has not been broken up, into fragments by narrow domestic walls;/ where
words come out from the depth of truth;/… into that heaven of freedom/my
father, let my country awake.”)
In the exploration is learning. Not in conformity,
imitation, memorization, absorption of information, but in learning to live
without being brutal, violent, selfish, superstitious, prejudiced, or
frightened; in learning to live without suffering insecurity, anxiety, misery, confusion, or uncertainty, and all
that.
Perhaps, we have to educate ourselves to be able to help
our little students be free and mature and to flower in love and goodness.
With these few random thoughts, I thank you once again
for inviting me to your function and giving me an opportunity to talk to you.
Wish you all the best in your celebration of the Teachers
Day.
--Professor R.K. Singh, ISM
Monday, September 08, 2014
SOME HAIKU OF R.K.SINGH WITH TRANSLATION INTO RUSSIAN
R K Singh (en)
Waiting for the train
alone on the platform
swatting mosquitoes
green (ru)
в ожидании поезда один на платформе безжалостно бью комаров
R K Singh (en)Wet bodies of bathing women- full moon nightroan (ru)Загадочны тела женщин Купющихся В полнолуньеR K Singh (en)
Writing with strands of watery hair on her bare back a love haikugreen (ru)
Плетение словес... мокрые волосы на ее плечах - хайку любвиa_pernat (ru)
прядями мокрых волос на ее обнаженной спине пишу о любви
R K Singh (en)Alone the cell phone on her bed rings
roan (ru)Единственный шум В ее постели Звонок телефонаWowwi (ru)Один мобильник в её постели звонит
R K Singh (en)In the well studying her image a woman | roan (ru)Из Доброты
Рождается
ЖЕНЩИНА
| Хей Хо (ru)В колодце
Свой образ взыскует
Дева
|
R K Singh (en)Soft footsteps of students bunking class testgreen (ru)
на цыпочках студенты драпают - контрольный тест
R K Singh (en)Sparrows couple
on the withered creeper -
peep of day
| Fan An Da (ru)Пара воробьев
На засохшем стебле -
Писк дня.
|
R K Singh (en)The lone poet watching his interview - two minutes fame
| li_bao (ru)одинокий пиит
слушает своё интервью -
две минуты позора
|
R K Singh (en)
A film of mist
between my eyes
and her eyes
Хей Хо (ru)Пелена В моих глазах Когда рядом тыgreen (ru)
налёт тумана... когда глаза в глаза лица не увидатьДЕ (ru)
с поволокой перед глазами её глаза
R K Singh (en)A load of wood on her frail back-- autumn eveningroan (ru)
Лесной дар В ее рюкзаке Осенний вечерХей Хо (ru)Вязанка дров На хрупкой девичьей спине Темнеет. Осень