Chess In Schools: Moving Towards Unified Framework Of Learning

Chess in Schools: Moving Towards Unified Framework of Learning

Authored by

Malola Prasath T S

Ganapathy Krishnan H

Malola Priya S

Seshadri KR

Abstract

We summarize the 'Introduction of Chess in schools' and the promising directions for improving the quality of students in such schools, beginning with understanding that the role played by culture is crucial both in prevailing education system and in promoting chess as educational activity. We focus on how Chess reflect the students' inner quality of perceiving the stimuli in a unified framework of learning. We perform in vivo measurements to capture the evolution of a student in such a unified framework using exploratory data Analysis (EDA).

I. Introduction

The educational system is aligned itself well to cater to the need of the reactive industries through very rapid transformations both in syllabus taught in schools and in the methodology of imparting technical knowledge. The notion of implementing sports in schools is to induce professionalism in the approach taken by students towards taking up a rigorous educational program. The goal of deploying chess in schools have similar motive. However, chess offers more scope in terms of visibility over cultural and educational stimulus embedded within the game, when compared to any other sport. This has been the primary motivation of introducing chess in schools, where the decision patterns in chess are closely aligned with the cognitive ability of students. This has been well established in many studies performed by [27], [30], [31]. Secondly, majority of children pick the game at the age of 4 years by orienting themselves to formal approaches in learning chess. Such children are able to cope with the education activity and at the same time continue to take chess with equal seriousness, without developing frustration over other. The third quality of chess players is the strong quest to scale the thought processes over assimilating large amount of data through integrating the smaller patterns to holistic patterns. This gives the chess players the bird's eye view of both the game of chess and at the same time, the holistic view of themselves. This has been our motivation to unify chess within schools to predictably evolve young students to meet their cultural goals through education.

In this paper, we associate learning experienced by students in schools across three frameworks that we can associate in a chess player's life, viz. Culture, Education and Chess, to predictably understand the learning that students would encounter with chess. Our goal is to align chess with both culture and education in such a way that there is no overhead in the cultural and the educational processes from implementing chess in schools. We identified that such a learning system serves as a platform for identifying the stimuli that students would unify in themselves to assimilate the learning. Moreover, the unified framework of learning is an ideal platform for in vivo measurement of the continuous development in students. We use the Exploratory Data Analysis Techniques to represent such continuous development measured in vivo over the students' experience over learning. The EDA charts can potentially help to arrive at method of organizing the learning patterns exhibited by students over subsequent learning patterns.

Section I provides the general notion of chess in schools and the motivation towards the unified framework of learning. Section II gives the background behind the notion of unified framework of learning. Section III provides the visibility of the learning framework. Section IV provides detailed explanation on unified framework of learning. Section V provides the method for measurement. Section VI describes the Exploratory Data Analysis charts customized for representing the in vivo measurement. Section VII gives experiments performed to controllably deploy the unified framework of learning. Section VIII provides the discussion and Section IX provides the conclusion followed by the references used.

II. Background

The Interpol head office in Lyon, France had installed a gigantic Indian sculpture "Gita Saram" in the building entrance that depicts Lord Krishna delivering the Gita to Arjuna in the middle of the battle field. The Interpol considered Lord Krishna of having accomplished the hardest counseling task in the history of mankind, in convincing a depressed warrior to fight to with his brothers, elders and teacher who are lined up against him. However, the situation calls for deeper analysis of the progressive thoughts of Arjuna. Arjuna on the excitement of the battle orders Lord Krishna to drive to the center of the battlefield to see the people, who have come to fight against him. However, he was overwhelmed by the compassion on seeing his relatives, elders and teachers, and vehemently refuses to fight. Lord Krishna delivers the Gita, covering the visibility of the reality of life and the imagination of life after death to help Arjuna realize himself when compared with the complete visibility over the knowledge. This led to the intervention over his reactive decision and stabilized Arjuna over his realization. This started the battle of Kurukshetra, from the Pandava's side. In present day life, we are all in the same situation as Arjuna on reacting to each of the development created in Education, Technology, Media, Politics and Sports. However the practicality of decision should come from the stability derived from holistic view that covers the foreground, background, stimulus and realization of self. Current educational system plays vital role to imbibe the quality of looking at such holistic view to stabilize the fast switching decisions that perturbs the students to progress along a predictable path. The Culture inherently brings such holistic view to realize the cultural goals of achieving peace and harmony, but it is the education that is considered as the hope to accomplish such task. However, with the advent of information technology, the development is so rapid that educational system itself is being reactive to adapt to such lifestyles. In the transit, the trade-off has happened over the cultural values in the promise of building a global culture. This is where the visibility is lost over the perceiving the self through the culture, in the name of achieving equality. Gita emphasize on the notion of self in the visibility of the ways to reach consciousness of God.

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