ਮੋਬਾਈਲ ਦੀ ਵਰਤੋਂ ਤੇ ਟ੍ਰੈਫਿਕ

ਮੋਬਾਈਲ ਦੀ ਵਰਤੋਂ ਤੇ ਟ੍ਰੈਫਿਕ

ਗੁਰਦੀਪ ਸਿੰਘ ਭਮਰਾgur.dip@live.com
9878961218

ਜਲੰਧਰ ਪੁਲੀਸ ਨੇ ਟ੍ਰੈਫਿਕ ਨਿਯਮਾਂ ਦੀ ਅਣਦੇਖੀ ਕਰਨ ਵਾਲਿਆਂ ਤੋਂ ਸਾਲ 2011 ਵਿੱਚ 2.43 ਕਰੋੜ ਤੋਂ ਵੱਧ ਦੀ ਕਮਾਈ ਕੀਤੀ ਹੈ। (http://www.tribuneindia.com/2011/20111202/jaltrib.htm#1) ਇਸ ਵਿੱਚ ਵੱਖ ਵੱਖ ਦੋਸ਼ਾਂ ਵਿੱਚ ਕੀਤੇ ਗਏ ਟ੍ਰੈਫਿਕ ਚਲਾਣ ਦਰਸਏ ਗਏ ਹਨ ਪਰ ਜਿਸ ਗੱਲ ਵੱਲੋਂ ਜਲੰਧਰ ਪੁਲੀਸ ਪੂਰੀ ਤਰ੍ਹਾਂ ਅਵੇਸਲੀ ਰਹੀ ਹੈ ਉਹ ਹੈ ਗੱਡੀ ਚਲਾਉਂਦੇ ਵੇਲੇ ਮੋਬਾਈਲ ਉਪਰ ਗੱਲਾਂ ਕਰਨੀਆਂ। ਜਲੰਧਰ ਵਿੱਚ ਹੀ ਨਹੀਂ ਤਕਰੀਬ ਹਰ ਥਾਂ ਇਹ ਦੇਖਣ ਵਿਚ ਆਇਆ ਹੈ ਕਿ ਲੋਕ ਗੱਡੀ (ਕਾਰ ਆਦਿ) ਚਲਾਉਂਦੇ ਵੇਲੇ ਮੋਬਾਈਲ ਉਪਰ ਗੱਲ ਬਾਤ ਵਿੱਚ ਮਸ਼ਰੂਫ ਹੁੰਦੇ ਹਨ। ਅਜਿਹੇ ਲੋਕਾਂ ਦੀ ਗ਼ਿਣਤੀ 95% ਜ਼ਰੂਰ ਹੈ, ਤੇ ਇਹਨਾਂ ਚੋਂ ਵੀ ਤਕਰੀਬਨ 97% ਔਰਤਾਂ ਹੁੰਦੀਆਂ ਹਨ ਤੇ ਉਹਨਾਂ ਚੋਂ ਵੀ 98% ਕੁੜੀਆਂ ਹੀ ਦੇਖਣ ਵਿੱਚ ਆਉਂਦੀਆਂ ਹਨ।

ਜਿਵੇਂ ਹੀ ਕਾਰ ਸਟਾਰਟ ਕੀਤੀ, ਉਹ ਮੋਬਾਈਲ ਕੰਨ ਨੂੰ ਲਾ ਲੈਂਦੇ ਹਨ ਤੇ ਪੂਰਾ ਰਸਤਾ ਗੱਲਾਂ ਬਾਤਾਂ ਵਿੱਚ ਹੀ ਲੰਘਦਾ ਹੈ। ਅਜਿਹਾ ਕਰਦੇ ਵੇਲੇ ਉਹ ਅਕਸਰ ਸੜਕੀ ਆਵਾਜਾਈ ਤੋਂ ਬੇਧਿਆਨੇ ਹੋ ਜਾਂਦੇ ਹਨ ਤੇ ਸੜਕ ਉਪਰ ਚੱਲਣ ਵਾਲੇ ਦੂਜੇ ਸਾਧਨਾਂ ਤੋਂ ਬੇਖਬਰ ਦਿਖਾਈ ਦਿੰਦੇ ਹਨ। ਉਹ ਨਾਂ ਤਾਂ ਹਾਰਨ ਸੁਣਦੇ ਹਨ ਤੇ ਨਾ ਹੀ ਟ੍ਰੈਫਿਕ ਦੇ ਇਸ਼ਾਰਿਆਂ ਦੀ ਪਰਵਾਹ ਹੀ ਕਰਦੇ ਹਨ।

ਇਹ ਗੱਲ ਸਮਝ ਤੋਂ ਬਾਹਰ ਹੈ ਕਿ ਉਹ ਕਿਸ ਨਾਲ ਤੇ ਕੀ ਗੱਲਾਂ ਕਰਦੇ ਹਨ। ਹੋ ਸਕਦਾ ਹੈ ਉਹ ਕਾਰ ਵਿੱਚ ਮਿਲਣ ਵਾਲੀ ਇਕੱਲਤਾ ਦਾ ਲਾਭ ਲੈਂਦੇ ਹੋਏ ਆਪਣੀ ਕਿਸੇ ਪ੍ਰੇਮਿਕਾ ਜਾਂ ਕਿਸੇ ਹੋਰ ਔਰਤ ਨਾਲ ਪਿਆਰ ਪਘੂੰੜਾ ਝੂਟ ਰਹੇ ਹੋਣ ਜਾਂ ਉਹ ਕਿਸੇ ਗੈਰ ਕਾਨੂਨੀ ਧੰਦੇ ਬਾਰੇ ਗੱਲ ਕਰ ਰਹੇ ਹੁੰਦੇ ਹਨ। ਕੁੜੀਆਂ ਆਪਣੇ ਦੋਸਤ ਲੜਕਿਆਂ ਨਾਲ ਉਲਝੀਆਂ ਹੋਈਆਂ ਹੁੰਦੀਆਂ ਹਨ। ਇਹ ਵੀ ਸੰਭਵ ਹੈ ਕਿ ਮੋਬਾਈਲ ਉਪਰ ਗਲ ਕਰਨ ਵਾਲਾ ਕਿਸੇ ਗੈਰ ਸਮਾਜੀ ਸਰਗਰਮੀ ਨਾਲ ਸਬੰਧ ਰੱਖਦਾ ਹੋਵੇ।

ਮੋਬਾਈਲ ਉਪਰ ਗੱਲ ਕਰਦਿਆਂ ਇਕ ਹੱਥ ਮੋਬਾਈਲ ਨਾਲ ਉਲਝ ਜਾਂਦਾ ਹੈ ਤੇ ਗੱਡੀ ਚਲਾਉਣ ਦਾ ਬਾਕੀ ਸਾਰਾ ਕੰਮ ਉਹ ਇਕ ਹੱਥ ਨਾਲ ਕਰਦੇ ਹਨ। ਇਕ ਹੱਥ ਨਾਲ ਉਹ ਗੇਅਰ ਬਦਲਦੇ ਹਨ, ਉਸੇ ਹੱਥ ਨਾਲ ਉਹ ਸਟੀਅਰਿੰਗ ਸੰਭਾਲਦੇ ਹਨ। ਗੱਡੀ ਦੀ ਸਮਝ ਰੱਖ ਵਾਲੇ ਸਮਝ ਸਕਦੇ ਹਨ ਕਿ ਇਸ ਅਣਗਹਿਲੀ ਨਾਲ ਕਿੱਡੇ ਵੱਡੇ ਹਾਦਸੇ ਵਾਪਰ ਸਕਦੇ ਹਨ। ਦੁਖ ਦੀ ਗੱਲ ਹੈ ਕਿ ਜਲੰਧਰ ਵਿੱਚ ਅਜਿਹੇ ਲੋਕ ਟ੍ਰੈਫਿਕ ਪੁਲੀਸ ਦੀ ਨਜ਼ਰ ਵਿੱਚ ਨਹੀਂ ਆਏ। ਦੂਜੀ ਗੱਲ ਆਪਣੀ ਕਾਰ ਤੇ ਮੋਬਾਈਲ ਰੱਖਣ ਵਾਲਾ ਵਿਅਕਤੀ ਸਾਧਨ ਸੰਪੰਨ ਸਮਝਿਆ ਜਾਂਦਾ ਹੈ ਤੇ ਇਸ ਲਈ ਉਸ ਨੂੰ ਹੱਥ ਪਾਉਣ ਤੋਂ ਪਹਿਲਾਂ ਪੁਲੀਸ ਸੋ ਵਾਰੀ ਸੋਚੇਗੀ।

ਇਕ ਘਟਨਾ ਜਿਸ ਨੇ ਮੈਨੂੰ ਇਸ ਬਾਰੇ ਖਾਸਾ ਸੁਚੇਤ ਕੀਤਾ ਉਹ ਚੰਡੀਗੜ੍ਹ ਦੀ ਹੈ। ਸ਼ਹਿਰ ਵਿੱਚ ਗੱਡੀ ਚਲਾਉਂਦੇ ਵੇਲੇ ਮੋਬਾਈਲ ਦੀ ਵਰਤੋਂ ਦੀ ਸਖ਼ਤ ਮਨਾਹੀ ਹੈ। ਸ਼ਾਮ 6.30 ਵਜੇ, ਪੰਜਾਬ ਰੋਡਵੇਸ ਅੰਮ੍ਰਿਤਸਰ ਦੀ ਬੱਸ ਜਲੰਧਰ ਵਾਸਤੇ, ਮੁਹਾਲੀ ਬੱਸ ਅੱਡੇ ਚੋਂ ਨਿਕਲੀ, ਤਾਂ ਡਰਾਈਵਰ ਨੇ ਬੱਸ ਅੱਡੇ ਚੋਂ ਬਾਹਰ ਨਿਕਲਦਿਆਂ ਹੀ ਮੋਬਾਈਲ ਕੰਨ ਨੂੰ ਲਾ ਲਿਆ ਤੇ ਕਾਲ ਮਿਲਾ ਕੇ ਬੈਠ ਗਿਆ। ਮੁਹਾਲੀ ਟੱਪੇ ਤਾਂ ਖਰੜ ਆ ਗਿਆ, ਸੱਭ ਤੋਂ ਵੱਧ ਆਵਾਜਾਈ ਵਾਲੀ ਸੜਕ, ਪਰ ਉਸ ਡਰਾਈਵਰ ਨੇ ਮੋਬਾਈਲ ਕੰਨ ਤੋਂ ਨਹੀਂ ਲਾਹਿਆ। ਇਕ ਹੱਥ ਨਾਲ ਹੀ ਗੱਡੀ ਚਲਾਉਂਦਾ ਰਿਹਾ, ਨਾ ਰਫਤਾਰ ਹੀ ਘੱਟ ਕੀਤੀ। ਅਸੀਂ ਉਸ ਦੇ ਪਿਛੇ ਬੈਠੇ ਉਸ ਦੀ ਇਸ ਹਰਕਤ ਉਪਰ ਨਜ਼ਰ ਰੱਖ ਰਹੇ ਸਾਂ, ਸੋਚਿਆ ਕਿ ਉਸ ਨੂੰ ਸਮਝ ਆ ਜਾਏਗੀ ਤੇ ਉਹ ਆਪਣੇ ਆਪ ਮੋਬਾਈਲ ਬੰਦ ਕਰ ਦੇਵੇਗਾ ਪਰ ਅਜਿਹਾ ਕੁਝ ਨਾ ਵਾਪਰਿਆ। ਹਰ ਕੇ ਮੈਂ ਕੰਡਕਟਰ ਨੂੰ ਆਵਾਜ਼ ਮਾਰੀ, ਕਿਹਾ ਕਿ ਇਸ ਨੂੰ ਕਹੁ ਕਿ ਗੱਡੀ ਪਾਸੇ ਲਾ ਕੇ ਗੱਲ ਬਾਤ ਕਰਨੀ ਹੈ ਤਾਂ ਕਰ ਲਵੇ, ਅਸੀਂ ੳਧਾ ਘੰਟਾ ਠਹਿਰ ਕੇ ਚੱਲ ਪਵਾਂਗੇ ਪਰ ਮੋਬਾਈਲ ਉਪਰ ਗੱਲ ਨਹੀਂ ਕਰਨ ਦੇਣੀ। ਕੰਡਕਟਰ ਮੇਰੇ ਲਹਿਜੇ ਤੋਂ ਸਮਝ ਗਿਆ ਕਿ ਹੁਣ ਪਾਸਾ ਵੱਟਣਾ ਠੀਕ ਨਹੀਂ ਸੀ ਹੋਣਾ। ਉਸ ਨੇ ਡਰਾਈਵਰ ਨੂੰ ਸਖ਼ਤੀ ਨਾਲ ਕਿਹਾ ਕਿ ਮੋਬਾਈਲ ਬੰਦ ਕਰ ਦਏ, ਸਵਾਰੀਆਂ ਇਤਰਾਜ਼ ਕਰਦੀਆਂ ਹਨ। ਘਰ ਪਹੁੰਚ ਕੇ ਅਗਲੇ ਦਿਨ ਮੈਂ ਉਸ ਦੇ ਟੀ ਐਮ ਤੇ ਜੀ ਐਮ ਦੇ ਦਫ਼ਤਰ ਫੋਨ ਕਰਕੇ ਡਰਾਈਵਰ ਦੀ ਇਸ ਹਰਕਤ ਤੋਂ ਜਾਣੂ ਕਰਵਾਇਆ।

ਗੱਡੀ ਚਲਾਉਂਦੇ ਵੇਲੇ ਮੋਬਾਈਲ ਦੀ ਵਰਤੋਂ ਬਿਲਕੁਲ ਨਾ ਕਰੋ, ਜੇ ਗੱਲ ਕਰਨੀ ਹੈ ਤਾਂ ਗੱਡੀ ਪਾਸੇ ਲਾ ਕੇ ਗੱਲ ਕਰੋ। ਮੋਬਾਈਲ ਦੀ ਵਰਤੋਂ ਹਾਦਸਿਆਂ ਨੂੰ ਸਿਧਾ ਸੱਦਾ ਦੇਣਾ ਹੈ।

My Experiments in Education

It is absolutely inconceivable to talk of education sans experimentation. Experimenting with the principles of education and learning are always helpful since they make it more objective and result oriented. Objectivity of the principles of learning is significantly remarkable as it seeks to introduce new thinking, new methods and new pedagogical practices. It makes more versatile and practicable.

Having been convinced that education needs a consistently continuous experimenting, I decided to initiate the moment I learnt that I could do it. While teaching English at 8^th class, we were through a story wherein a woman is shown arguing with the shopkeeper for the return of goods sold to her. The school was adhered to the Socratic Method strictly and not other method was permitted.

Under this method all teachers used to frame as many questions as they could and were to ask the whole class. We too followed the same pattern but here I decided to breakaway from the established practice. The lesson over, I gave the class to do some homework and it was to rewrite the story changing one the scenario of the story, two, the characters and third to recompose it in first person and third person. The class nodded in affirmative.

The next day when I went to class, at least four students came up with their stories. I made them read their stories in the class. The language and expression was quite apt to the situation. It was much better compared to the class they were in. I took hold of their stories and typed the matter myself editing where the changed were required. Adding my own poem along with the stories, I designed it as a four page small booklet giving it the title the literary supplement and put it on the table of the Principal.

Mr Gurcharan Singh, the Director – Principal of the school looked at the four page supplement was not only amazed but blessed me profusely for my initiative. It was quite encouraging. Second time, I repeated a similar experiment with class 7 children where they were given an opportunity to write poems. I was told that two students of the class were fond of writing English poems. We brought out the second part of the supplement.

Language is not for learning only. It is a powerful tool of communication. One needs to develop language habits and a habit is continuous use of an action. A strong habit is necessary to make students self reliant. They must be given not only free hand to employ their language power but also given opportunities where they can use their language tools effectively and confidently. Such an action is quite unusual in our school systems, where teachers, students and their parents bother more about curriculum and its completion than to obtain a real learning.

The above experiment I did in Dasmesh Public School Faridkot. The school has not only holds a command in pedagogy but also a sway over the minds of the community. It caters about 7000 students.

The second experiment in education and language learning was conceived and conducted at Swami Sant Das Public School, Jalandhar. The school is quite good and has a good reputation among the city dwellers. I joined it as a PGT in English and was given 11^th class. About 60% of the students in class were new entrants and had come from various schools.

We were doing a story about horse and two Armenian boys who stole a horse to have fund of horse riding. They conceal the horse in an abandoned stable. The story was good and it had several expressions about nature of boys and the nature of an animal. After the reading I noticed that the students were very keenly interested in the story. This spurred me to initiate the experiment.

I gave them an assignment. Rewrite the story, this time from the horse’s point of view. Let the horse recount all that happened to him. Whether the animal liked it or not? I gave them The Black Beauty as suggested reading.

Two days later, they came to me. All the 60 students submitted their assignment without any exception. I chose to ask them read their stories out to the class one by one. I sat through the reading session and it was quite wonderful experience. Their expression and imagination both were flawless. I could see many a Jane Austen, Dickens, Thomas Hardy coming up. I took hold of their stories and decided to publish them in a form of small book.

All the sixty students were ambitious as they had joined the school in the hope of finding a place among the successful candidates for engineering and medical courses. None of them was likely to opt for literature. They had vast potential which I know was going to be laid in waste.

Dasmesh Public School Faridkot, A Role Model

There are very schools, and their number has not grown so far or may be their count is getting thinner and thinner day by day, who believe in giving something to the society or to the cause of education. Majority educational institutions are run for profit and they gain capital by enhancing their deposits and enlarging their perspective in the terms of rooms, buildings, areas etc. Very few schools can be put in the category. I am going to speak about.

Good things as they must be provided wings and set to float to reach far and wide; therefore, I take it upon myself to discuss one such school which fulfils the parameters I have fixed and the school which can be adopted as a role model for others. Unfortunately it lies not in any big city of Punjab or India.
Faridkot was part of princely state before partition and in the post independence era, it remained a sleepy town with very thin population which draws its strength both economic and social from agriculture and trade. There was a Barjindera Government College with classes in Humanities, Science and Agriculture beside a separate college for B.Ed and M.Ed Classes. A feather was added to its cap with the setting up of Dasmesh Public School on the piece of land that lay on NH15.

A school is normally recognized by its buildings and playground, but this school is recognized by its educational standard. In the last forty years the school has made a tremendous progress under the able guidance of S. Gurcharan Singh who till date is discharging his duties as a Principal of the school. Over the decades, he has painstakingly setup a model of education which not only helps the students in shaping their destiny but also open their mind through proper thinking skills in which they are trained in the school.

The school has adopted a peculiar pedagogical practice, which inculcate all the necessary thinking skills. The method is known as Socratic Method or in other words inductive method, wherein a teacher is supposed to awaken the dormant resources of learning within the cognitive periphery of a learner, through a volley of questions. He is supposed to ask all sorts of questions to give an opportunity to every student to apply his knowledge both active and passive and develop a kind of cognition of every thing on his own. Students thus get a fair chance to use and rehearse their oral and aural skills and develop a confidence to face the world.

When I joined the school as teacher in English department, I was asked not to lecture the students and I learnt gradually how to develop the lesson through a diverse range of questions. The answers of the students were used to raise more questions, thus a kind of debate within the four walls of the class used to happen in every period. This was really an excellent method. The main problem that I faced in the school was in poetry where the 18th century concepts and comparisons could not de delivered without the aid of explanation. Those were the days, I tried to develop an antagonism to the system, but in my later years of life, I found it was the only method, though I do not reject the other pedagogical practices nor I want to belittle their importance, which could be usefully employed to solve the problems of students.

Indeed more than dispensing knowledge to students, schools should pay attention to helping the students develop effective communication skills in the language besides thinking skills. They are more useful than anything else the students learn at school. It is like giving them tools and skills how to use them. It is time the schools should rise to the occasion to ape the Dasmesh Public School Faridkot or develop their own methodology.

I would acknowledge the schools. They may send their experiments and practices to me on my e-mail – gurdip1@live.com

Punjab Schools

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Editor