The Science of It – A New Podcast by 51���

Episode 5: The Science of Fashion

Fashion designer, educator, and innovator Mossi Traoré takes the spotlight as our showstopper guest in the grand finale of 51���’s #TheScienceofIt podcast.

What made a boy from the suburbs of Paris dream of conquering the world of fashion? How did he convince Chanel and L’Oréal to collaborate with him so early in his journey? How does he transform milk, sand, and rubber into sustainable fabrics? And what was it like dressing Aishwarya Rai Bachchan, and which Bollywood icons does he hope to style next?

Peep into the vibrant world of Mossi Traoré as he reveals the art, science and commerce of fashion.

Episode 4: The Science of Microscopy

Microscopist Hari Shroff takes us deeper into the world of nature’s tiniest beings in the latest episode of 51���’s The Science of It podcast.

What made a computer scientist and physicist turn to building microscopes to explore the beauty of life at its simplest? How is AI transforming the way we study cells and diagnose diseases? And what surprising link connects astronomy with microscopy?

Tune in for a fascinating conversation that shows how exploring the smallest forms of life can open vast new frontiers of discovery.

Episode 3: The Science of Space Biology

NASA scientist Sharmila Bhattacharya and European Space Agency (ESA) flight surgeon Brigitte Godard dwell on behind the scenes effort of space travel in the third episode of 51���’s The Science of It podcast.

What role will biologists play in getting us to Mars? How many people does it really take to launch one astronaut into space? And what kind of intense training prepares astronauts for life beyond Earth?

Tune in for a conversation that will widen your understanding of the extraordinary effort behind every journey into the unknown.

Episode 2: The Science of Toys

Padma Shri awardee Arvind Gupta- toy maker and science educator - joins us in the second episode of 51���’s #TheScienceofIt podcast.

How did he create 138 science films with NCERT? Why did an IIT Kanpur engineer choose a path that took him to 3,000+ schools across India? Why does he believe science must be playful and accessible for every child? And what hope does he see in the youth of today?

Tune in for some inspiration and a masterclass in what it means to dedicate your life to creating true impact.

Episode 1: The Science of Astronomy

Nobel Prize-winning astrophysicist Brian Schmidt and galaxy explorer Raja GuhaThakurta lift off the first episode of 51���’s #TheScienceofIt podcast.

Is the universe really expanding? Why do we study Andromeda? Can astronomy help us recreate the past? And just how close are sci-fi movies and video games to reality? Get answers to these questions and more, as our guests trail a blaze of cosmic revelations and timeless life lessons.

The Science of It - Teaser

The Science of It is an immersive podcast series featuring some of the world’s most illustrious minds in astronomy, math, biology, physics, and beyond. Nobel Laureates to NASA Scientists, and Physicists to Fashionists - all come together to spark your curiosity about the boundless possibilities of science.

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Dr Darius Köster from University of Warwick Conducts an Engaging Workshop at Ashoka

Dr Darius Köster, a biophysicist from the University of Warwick, conducted a hands-on science workshop as part of the prestigious Lodha Genius Programme at 51���.

The Lodha Genius Programme at 51��� is a multi-year educational programme to nurture India’s brightest young minds by equipping them with world-class academic support, practical life skills, and access to global experts.

Dr Köster’s ‘Building Simple Cytoskeletal Networks’ was conducted from 9-13 June and was part of the ‘Great Ideas Seminar’ series. The students gained hands-on experience with fundamental cell biology and biochemistry techniques in a real science lab setting.

“This is likely the first time many of these students have set foot in a lab environment,” said Dr Köster. “My hope is that by experiencing science in action, they’ll be inspired to explore STEM fields with confidence and curiosity.”

Actin, a major structural protein in all cells, plays a key role in maintaining cellular integrity, enabling movement, and powering muscle contractions via its interaction with the motor protein myosin. Through Dr Köster’s workshop, students witnessed firsthand how actin networks can be reconstituted in vitro, providing them with a unique entry point into molecular biology and the microscopic mechanics that underlie all life.

Dr Köster continues, “The students taking part in this programme are very smart, enthusiastic and curious, and it is a pleasure and privilege to work with them. This one-week program is a combination of small lectures combined with practical lab work, where they get insights into how we combine physics, biology and chemistry to understand the fundamental mechanisms driving cell shape and function. This teaching format enforces learning of the theoretical content and is modelled after our courses in the first year of Warwick’s MSci Integrated Natural Sciences.”

The Lodha Genius Programme continues to redefine the academic landscape for high-achieving Indian students by blending rigorous science and mathematics curricula with holistic development and access to mentorship networks that extend well beyond the classroom.

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Lodha Genius Programme 2025: Curious Young Minds Explore Bold Ideas

The month-long Lodha Genius Programme (LGP) 2025 concluded on June 15th, with 278 shortlisted students completing the campus experience at 51���. This edition saw several eminent figures in the science and arts community come together and contribute to making it a success.

Several new courses were introduced this year, which not only brought range to the programme, but added a lot of depth with the quality of experts and the state-of-the-art facility at 51���.

The students gained hands-on experience by engaging with experts in classrooms and laboratories, which helped them gain a deeper understanding of the topics they were studying. From Synthetic Biology to Neuroscience and Design Thinking, the learning curve was nothing short of a steep, transformative journey, which was packed with insights that reshaped the way students think, create and explore the world around them.

The Great Ideas Seminar (GIS) series brought together eleven speakers, two of whom were Nobel Laureates, namely Paul Nurse and Brian Schmidt, who received Nobels for discovering protein molecules and the ever-expanding state of the universe, respectively. Students were mesmerised by Mossi Traore, one of the most prominent fashion designers and curators from the Paris Fashion Week, who spoke about sustainable fashion. Brigitte Godard, a flight surgeon at the European Space Agency and Sharmila Bhattacharya, who is the principal investigator at the Biomedical Performance Laboratory at the AMES Research Centre at NASA, helped students understand how biomedical research can lead to pathways in space science.

Students thoroughly enjoyed the session with Arvind Gupta, a Padma Shri awardee who mesmerised everyone with his science toys, explaining scientific concepts. He invigorated the spirit of curiosity and innovation, showing how simple, everyday materials could unlock complex scientific ideas in the most playful and accessible ways.

The programme encourages students to step beyond their comfort zones and explore different subjects and fields. The curriculum is designed in a way that lets children engage deeply with their senses and emotions. Through active participation, they are better able to retain information, understand phenomena thoroughly and apply this knowledge to practical solutions.

The Lodha Genius Programme offered a phenomenal experience to the shortlisted cohort. It was not just an academic program. Rather, it served as a catalyst for curiosity, creativity and a bold reimagining of what young minds can achieve when inspired by the best.

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Boundless Minds: A Journey of Curiosity and Discovery at the Lodha Genius Programme

From May 17 to June 17, 2023—I was privileged to witness a kaleidoscope of young minds at the Lodha Genius Programme—in the heart of the Ashoka campus. As we hosted the inaugural cohort, it became apparent that this experience would be nothing short of extraordinary.

The most striking aspect of this programme was the diverse tapestry of backgrounds these young geniuses hailed from. Their amalgamation into a community of learners showcased the universality of curiosity and the thirst for knowledge. Over the month, as I connected with each student personally, I was astounded by the depth of their questions and the sheer enthusiasm they exuded about unravelling the mysteries of science and mathematics, often venturing beyond conventional boundaries.

It was the maiden journey away from home for many of these prodigious minds. However, their resilience and determination in completing the on-campus training reflected their commitment to growth. Witnessing them navigate this new terrain was a testament to the transformative power of experiential learning.

The Lodha Genius Programme’s success in engaging these young minds lies in its holistic approach. The students were not merely passive recipients of information—they were active participants in their learning journey. The programme offered them a unique opportunity to learn from globally renowned scientists, transforming traditional education into a dynamic, interactive experience.

The hands-on workshops proved to be the cornerstone of this experiential learning. Imagine a group of youngsters constructing telescopes and microscopes from scratch, not merely following instructions but understanding the principles behind each component. Along with demystifying scientific concepts, this approach also instilled a sense of ownership and curiosity in these budding scientists. The real magic happened when they peered through their handmade telescopes, realising the power of their knowledge to unveil the wonders of the universe. Celebration resonated throughout the campus as the students absorbed the joy of learning. It was heartening to see them revel in their newfound understanding, forming a unique bond over shared discoveries. This camaraderie transcended cultural and geographical differences, creating a microcosm of a global community united by a love for knowledge.

The Lodha Genius Programme not only equipped these young minds with academic prowess but also fostered a deeper understanding of the interconnectedness of science and mathematics. The students left not just with facts and formulas but with a profound appreciation for the beauty inherent in these disciplines.

As I reflect on this transformative experience, I am filled with gratitude for LGP for providing a platform where the minds of tomorrow can flourish. The curiosity, resilience, and camaraderie showcased by the young geniuses serve as a beacon of hope, reaffirming the belief that the pursuit of knowledge knows no bounds. The Lodha Genius Programme has sown the seeds for a future where these inquisitive minds will undoubtedly blossom into the architects of innovation, breaking new ground in science and mathematics.

(Written by Urvashi Singh, Deputy Manager, Lodha Genius Programme, 51���)

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Behind the Scenes of the Success of the Lodha Genius Programme

The Lodha Genius Programme was launched in the summer of 2023 as a result of a significant collaboration between 51��� and the Lodha Group, with a vision to offer a unique experiential learning opportunity and mentorship to the gifted children of our country and nurture them to become nation builders. Designed and delivered by 51��� with funding from the Lodha Group, the programme’s planning commenced in February 2023, allowing a four-month window to design and structure the programme, including its curriculum, faculties, operations, student enrolment, support systems development, and finally, launch the programme in May 2023. The launch was a special moment for the programme management team, as months of planning materialised into a tangible and dynamic experience on the 51��� campus. With a duration of one month and involving approximately 200 individuals at any given time, including students, faculties, instructors, interns, teaching assistants, and support staff, the operational demands were substantial.

Managing a month-long programme with diverse activities—every day for over eight hours spanning over ten venues, including classrooms, laboratories, halls, and outdoors—was made possible due to effective planning and interdepartmental coordination. The execution phase, deemed a real success, hinged on the cooperation of every administrative and academic department of 51���. The programme management acknowledges the invaluable support received from the Admin Operations Team, Accommodation Team, Dining Team, Travel Desk Team, IT Infra Team, IT Systems Team, Housekeeping Team, Maintenance Team, Media Team, and other departments and centres such as Human Resources, Accounts and Finance, Residence Life, Sports, Ashoka Centre for Well-being, and Office of Learning Support.

From the programme operations manager’s point of view, finding the right points of contact from every department, considering them as secondary stakeholders of the programme, and keeping them informed and consulted long before the actual execution was the key to running the programme seamlessly. The programme operations team facilitated routine updates to all stakeholders, maintaining clarity regarding the schedule, requirements, and instructions. Establishing a well-structured communication channel comprising a master database and department-specific templates for information sharing ensured a seamless and trackable process. This approach fostered close collaboration between programme management and supporting departments, eliminating ambiguity and friction. The success of the Lodha Genius Programme exemplifies the effectiveness of leveraging the capabilities of every department at 51��� when they work together for a common cause. For programme managers, creating a robust channelling mechanism is crucial to fostering a sense of inclusion and importance among all stakeholders, which the LGP programme management demonstrated with its first iteration.

The programme management would like to express our deepest gratitude to every Ashoka team member for their support and involvement in the inaugural LGP and looks forward to continued support in the coming years!

(Written by Kishore MP, Assistant Manager, Science Advisory Council, 51���)

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Empowering Education: A Transformative Collaboration Between Young India Fellowship and Lodha Genius Programme

The alliance of the Young India Fellowship (YIF) programme with the Lodha Genius Programme (LGP) marks a significant stride in educational collaborations. The synergy between the YIF and LGP stems from a shared vision at 51���—revolutionising education through empirical learning methodologies. The Experiential Learning Module (ELM) pivots this partnership. ELM is a part of the YIF curriculum that allows Fellows to get hands-on experience delivering robust solutions to real-world challenges. The problem proposed with this project was to assess/address the challenges of inclusivity and social integration of the marginalised students.

“Let’s go with the Lodha Genius Programme!!” the team exclaimed after rigorous discussion sessions and a lot of back and forth on which problem statement we should pitch for as part of our ELM Project. While every member had different preferences and objectives they sought to achieve through the ELM, education was one sector where we found common ground. After this consensus, choosing the Lodha Genius Programme became easy. That was due to its association with 51���, admirable vision, and the proximity to which we could work alongside the programme team. The initial discussion with the team gave us more insights into their vision of the programme as a fully-funded residential learning experience that seeks to provide the best of what education in science and math has to offer.

In the brief period that we have worked together, we have been welcomed into the team and given resources through which we could intimately understand the workings of the programme. Thus, even though each team member came into this project with their own expectations, we were soon unified by our hands-on involvement with the LGP team.

The LGP team has appreciated our fresh perspectives while we continue to value LGP’s structured and focused approach to education. Our joint discussions and analysis of the workings of the programme in its pilot year exemplify our mutual appreciation for each other’s input. Keen to inculcate a sense of belonging amongst our students, the team hosted a day-long inclusivity workshop for us to learn how to welcome a diverse cohort of students from around the country in a better manner. Biraja, our instructor for the workshop, guided us to open our eyes and observe a broader range of diversity among us, one which we had overlooked until then. We also had a presentation and discussion on taking tangible steps to create an inclusive environment in many areas of life, including for potential and onboarding students of the LGP. As part of our first on-ground experience, two of our team members attended the Education World Awards, where they conversed with numerous principals and directors of secondary schools and spread the word about the programme. This endeavour generated curiosity and engagement, particularly its focus on activity-oriented methods of learning science and math. That was reflected in the number of sign-ups by different schools, showcasing their willingness to offer their students an opportunity for a world-class education beyond their school. That, in itself, is an achievement and an indicator that the programme is on the right track.

Working with the LGP team, we have learned the importance of adaptability in teaching and the power of integrating diverse educational philosophies to yield a comprehensive learning experience. Looking ahead, we see a lot of potential for deeper collaborations; we share goals and a vision — a commitment to elevating the standards of education and developing a challenging and rewarding curriculum for the students.

The collaboration between the YIF and LGP underscores the transformative power of partnerships in the educational arena. By combining our strengths, we have taken a step towards redefining the educational landscape. We hope to successfully harness YIF’s interdisciplinary approach to LGP’s focus on science and math to foster a generation of students equipped with a robust and practical understanding of these marvellous subjects.

(Written by ELM Team 16 (Aroosh Singh, Samyuktha S, Madhav Ramankant Tekriwal, Naman Dalmia, Vaibhav Sharma), Young India Fellows’ 24, 51���)

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Bridging Boundaries: Exploring the Confluence of Science and Art at the Lodha Genius Programme

I think the Lodha Genius Programme at 51��� is significant for many reasons, not the least being that it makes it possible for young people across different spectrums of society to access the best that educators STEM have to offer.

One of the strengths for me was the Great Ideas Seminar. That functioned as both a supportive frame and an essential disruption to the rest of the programme. It was supportive and strengthening because it allowed the students to listen to and interact with professionals with an intimacy that is rare within the educational system. Equally important was its function as a contrast or break from the heterogeneity (in terms of methods and frames) that can very often mark STEM courses. Bringing in artists or entrepreneurs who work within the fields of science but come at it from very different points of view is essential if we are to break with an unfortunate tendency to keep the sciences and the arts separate. The programme helped to foreground the depth of generative and productive interface between arts (across disciplines) /science.

The spheres are deeply linked and always have been. At the core of both is curiosity and a sense of wonder. The latter, in particular, has a great value in our lives. Is there still room for wonder in an increasingly fractured and traumatised world? I believe there is, there has to be—we have to actively nurture and cultivate it because wonder is a bulwark against disenchantment, isolation and despair. It makes space for hope and the possibility of change. The wonder that art and science bring us is not the wonder of saccharine loveliness, this wonder has teeth¹, it walks a fine line between the strange and the uncanny and it can change how we think about our place in the world.

Fundamental science much like art, can be deeply speculative and creative. So much of it is thinking through an idea, a thought experiment—often before it is possible to empirically test it. Asking young people who enter STEM to see how practitioners from other fields approach similar questions can only strengthen their methodologies. The frame may be scientific or artistic, but both address the nature and complexities of what it means to be human. Both are conduits to the most fundamental questions we ask as a species.

What is the nature of the universe?

What are the ways we map its resolution?

How do these questions and the processes of answering them transform the relationships between human and non-human?

Endnotes:

(Written by Rohini Devasher, Astronomer, Contemporary Artist, ICTS Bangalore and 2023 Faculty at Lodha Genius Programme, 51���)

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Unveiling the Genius: The Mathematical Odyssey of the Lodha Genius Programme

The Lodha Genius Programme (LGP) is a fully funded programme to develop the talent of bright youngsters. About 100 students studying in 9-12 grade from schools around the country participated. The selection was based on a test and school scores. In addition, we attempted to create a diverse group from a broad spectrum of economic backgrounds and maintain an equitable gender ratio.

The three major components of the programme are the Great Ideas Seminar, the Mathematics Problem Solving Seminar and the Science Project. In this article, we will describe the Mathematical parts of the LGP.

Some Great Ideas

The distinguished mathematicians who gave talks at the Great Ideas Seminar included Professor Rajendra Bhatia of 51��� and Professor Chandrasekhar Khare of UCLA. Professor Bhatia talked about “What is infinity?” It was a very interactive talk, with the children quickly getting used to infinite sets and asking interesting questions. In true Ashokan fashion, it didn’t only talk about mathematical ideas but drew inspiration from everywhere. It ended with the following quote (spoken by Juliet to Romeo):

“My bounty is as boundless as the sea,

My love as deep; the more I give to thee,

The more I have, for both are infinite.”

Another very inspiring lecture was by Chandrasekhar Khare. He spoke from experience about the benefits of attacking and solving outstandingly complex problems. “We solve the toughest problems we can expect to solve” was one of the mantras he gave us. He narrated the story of Wiles’ proof of Fermat’s Last Theorem, adding to it from his own experiences while solving Serre’s conjecture.

The Faculty and the MIT

The Math Problem Solving Seminars were designed and conducted by the following visiting faculty:

• Professor Shanta Laishram (ISI, Delhi)
• Professor Krishnan Rajkumar (JNU, Delhi)
• Professor Amitabha Tripathi (IIT, Delhi)

All these mathematicians are well-known problem-solvers. Shanta and Amitabha have been associated with the training of the Indian Math Olympiad team for many years, and Krishnan was himself one of the trainees at an Olympiad training camp. Teaching Fellows and Teaching Assistants—the (humbly named) Math Instruction Team (MIT) assisted the professors. The MIT consisted of postdoc scholars, and graduate and undergraduate students from nationwide institutes, including TIFR, IISER, NISER, IIT Delhi, and 51���.

How the Problems Were Solved?

The rationale for the design of the mathematics problem-solving seminar is based on Halmos’ dictum: Mathematics is learnt by doing mathematics.

The problem-solving seminar consisted of a three-hour session six days a week. The senior faculty members created the problem sets in Elementary Number Theory and Euclidean Geometry. These are accessible topics as it is easy to get to interesting ideas without much pre-knowledge. Geometry is a well-known training ground for learning how to reason rigorously, and number theory is central to mathematics. Both offer a great curriculum for students to learn how to think mathematically.

Three sections of students were divided into three smaller groups. Each faculty member met each section of students once every week for one session.

Each member of the MIT team was assigned to a group and gave individual attention to students. Group work and mathematical experimentation on the computer were encouraged, but the members guided the students to write their solutions. The senior faculty closely tracked the students’ progress and tuned the problem sets accordingly.

Continuing the Good Work With a Light Touch

After the intense summer programme, we are conducting a light-touch online contact programme to continue learning during the school year. Again, the students are assigned a monthly problem set with solutions discussed online. There are live Zoom sessions to interact with the students and explain the concepts. We conduct it on Moodle with plans to make these publicly available so that a broader set of children can benefit from this programme.

Afterthoughts

Many students said—at the end of the course and later—that they saw mathematics as a ground for creativity for the first time. They changed their view of mathematics and how to learn it and gained confidence in handling school-level mathematics. Parents of many children have reported that LGP students have performed excellently in school exams and in standardised tests such as ACT and SAT.

The faculty felt that even in the first year, we were able to find some talented youngsters, but expect that the quality goes up over the years.

We also felt that the programme was too intense. We intend to make the schedule a little lighter and offer two streams for students, with the fundamentals covered in the usual lecture-DS format, emphasising problem-solving and a more focused olympiad-type training for select students.

What We Stand to Gain

While we designed the programme to benefit youngsters, there were several benefits for Ashoka students. First of all, a large number of Ashoka students participated as TAs. While doing that, they got an intense problem-solving experience in elementary number theory and geometry. Most importantly, they met with other undergrads and graduate students from across the country who were also interested in mathematics. Thus, we are creating a network of bright young people who share some interests. We mention that the TAs from Ashoka were from diverse majors—Math, Physics, Computer Science and Economics.

Some of our students benefited by participating in the Math Apprenticeship Programme. That gave them an experience of what it takes to learn independently and write about a topic in a way others can understand. In addition to an expository note, they made a poster and presented it to the mathematics faculty.

Perhaps the most important benefits for Ashoka will accrue in the coming years—when Ashoka’s name will be associated with nurturing high scientific and mathematical talent. That would also attract better undergraduate students. Of course, we identify good students and will encourage them to apply to Ashoka.

In addition, the paid summer internships available will help potential graduate students become familiar with Ashoka and its facilities. This year, we only got a few talented undergraduates from institutes outside Ashoka, but we expect this number to only rise with time. The word they will spread about us will help us attract even better graduate students.

We will take in 100 new students in the coming year. Over the years, we aim to scale this project to create a summer programme to benefit 500 students at all times and expand its reach to the 6-8th segment. That will help us reach a broader audience, spot talent early and bring them in to experience the joy of doing math and science.

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Lodha Genius Programme: Nurturing Scientific Pioneers through Creative Exploration

There are many programmes in India for academically high-performing students. What made the Lodha Genius Programme (LGP) stand out was its emphasis on stimulating creativity in young minds.

Students in India are well-trained in the basics of science and logical thought. Our students sometimes stumble when asked to tinker at the boundary of knowledge, where there is no clear logical path forward. Research, by definition, works at the boundary of knowledge. To make progress, one has to leap from the known into the unknown. What LGP did well was to stimulate students’ imaginations and give them the freedom in a directed exploration to discover something new.

The Great Ideas Seminar exposed students to big ideas in science today. Perhaps, more importantly, these talks familiarised students with the process of making scientific discoveries. However, it was in individual modules that students’ creative urges got a chance to find expression.

We are a sleep neuroscience lab interested in basic questions about the need for sleep and the relationship between sleep and memory. Drosophila are an excellent model system in which to explore these questions. Fly sleep is much in parallel with human sleep. Flies sleep through the night like we do. Caffeine wakes flies up while antihistamines make them drowsy. Sleep-depriving flies impair learning. Students were excited at every aspect—starting from the fact that little flies have brains and can form memories and that these memories can be impaired by sleep loss.

We started with an introduction to genetic techniques to alter circuit activity and function. Students set up crosses to inhibit specific circuits in the ellipsoid body (EB) and mushroom body (MB) by expressing inhibitory channels. They then evaluated sleep to examine the consequences of altering circuit excitability.

Finally, they learned to use the connectome database—a synapse-level map of connections between neurons, to visualise these circuits (A). They then used this database to find novel circuits (pink) that connect the two sites – the EB and MB (B).

Connectomics is very much the state of the art in neuroscience. The fly connectome is a fabulous resource and one that students were amazed to explore. Importantly, this is accessible from anywhere, and students were happy to go home and explore circuits further on their own. From the feedback we got, students were excited to see and manipulate the behaviours of flies and astounded that there was such a highly detailed map of their brains that they could explore at leisure.

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Curiosity Leads the Way: The Young Scientists of the Lodha Genius Programme

Everywhere we look, the fruits of science are around us. Science gives us the tools to fulfil our innate curiosity and explore our surroundings. However, young researchers and students seldom get a chance to experience this process of science and discovery. Science is messy, filled with tinkering and being lost in the unknown. Taking leaps of faith to try things leads to a fall flat on our face (figuratively speaking). In this chaos, once in a while, we crack the mysteries of nature—to give an insight that changes everything we know. That is how science grows at the frontier.

But in classrooms around the world, very few students will ever directly experience this process first-hand. I believe the Lodha Genius programme is trying to bring this process of science to students across India.

Growing up in India in the 90’s, I did not know what a career in science looked like. I was happily playing in muddy puddles and broken-down and discarded laboratory equipment. I purposefully call this play since science is nothing more than play—a creative process to find your way through. You get to write the rules. In this process, I learned to understand the power of observation. Observe the world with an acute eye - looking for paradoxes and puzzles—puzzles I could spend a lifetime trying to solve. Somewhere along the way, I found my way into research institutions and met other curious individuals who nurtured this curiosity. Long before I knew it, I was a scientist supported by our society to explore the unknown.

But these trajectories are rare and few. Most students with all the talent to be incredible explorers and scientists never get a start. And that is where the Lodha Genius Programme steps in. I am not a fan of the word “genius” since it isolates an individual singularly. I would much rather refer to participants as explorers, but that is a story for another day.

This last year, I had the opportunity to spend three intense days with students across the country on the lush green campus at 51���. After a red-eye flight, early morning, I found myself with 100 students in nearby fields of the Ashoka campus in a pristine rural setting. I had requested students to gather in these surroundings for a simple lesson. Science is all around us, but we must first learn to spot the unknown and sharpen our observation skills. We looked in puddles and wells, from trees to plants and everything in the middle. Hours went by. I saw 100 students transformed into explorers. That was because they were free to explore and ask questions without being judged by a fixed framework. Emersion into your subject matter is what naturalists and philosophers have used for centuries. I saw these students transform into explorers with just pencils and notepads.

It was then time to bring samples (and questions) back into the lab, where we spent time looking at what we found. The students covered the whiteboards of the classroom as a “discovery wall” drawing and describing what they observed. It ranged widely from plants and insects to foliage that no one could describe. Along the way, we decided to build microscopes (Foldscope, an origami microscope) that allowed everyone to be a microbiologist and go deeper into the subject matter of choice. Tools of science are a powerful engine of exploration, and I was thrilled that every student had their own Foldscope to explore the microcosmos. You see, science often happens when no one else is watching. Whether it is late at night or early in the morning, when you have an idea, you just want to check if it is true. That rush to look with whatever tool you have determines if you can find something new. In those eyes across the room, I saw curious students transformed into scientists—asking questions to each other and not caring for a minute if what they were exploring was in the syllabus.

I spent the next few days with the students—in the classroom, canteen or football pitch. Questions poured in. Every minute, students bombarded me with queries, ideas and questions about our world and how to explore it. We talked about journeys to the Arctic and the Andaman. I could see a transformation in the eyes of these young explorers. Every one of them had a curiosity they wanted to pursue.

I know and understand the pressure of exams and the stiff competition that every one of these students faces. I was one of them. But I also know that to excel as a scientist, what is valuable to preserve is a sense of curiosity and a spirit to explore the unknown. Only at that moment will we be able to nurture the next Ramanujans of our country. In whatever form we can, we must support the curiosity of young people to be able to transform the fate of our nation.

(Written by Manu Prakash, Associate Professor of Bioengineering, Stanford University and 2023 Faculty at Lodha Genius Programme, 51���)

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Cultivating Brilliance: The Lodha Genius Programme and the Future of Gifted Education in India

The Lodha Genius Programme is a first-of-its-kind programme that envisions significantly increasing the proportion of Indians who will reach their full potential as change makers, leaders and philanthropists by nurturing and inspiring the nation’s brightest young minds and instilling in them a spirit of giving back to the country and society.

Philanthropy at Lodha has always focused on strengthening and building our nation. Education has been at the core of our philanthropic efforts for a decade. In our country, most efforts in the education sector are either on providing access (due to the Right to Education Act) or helping students who “get left behind”. Most schools focus on improving the learning outcomes of the average student. What happens due to this often is that students at the top of the class get inadequate or no attention. It is assumed that because their test scores are good, they need no help. However, in reality, the full potential of these students is not being harnessed. They face a lack of support in mentoring, information, developing higher-level skills, opportunities and exposure. Due to this, many gifted children do not achieve the success they otherwise could have. Mensa India estimates that our country has more than 6 million gifted or academically exceptional children¹.

Many studies show high performers in classrooms often contribute the most to society. They typically end up taking leadership positions and creating a major impact through their work. Hence, it is essential to provide the brightest students with the support they need to reach their full potential.

Countries across the world are increasingly implementing practices for gifted and talented education. The USA and Australia offer gifted education at the federal level as a part of public education, while private and residential schools with programs for gifted education are also prevalent. Asian countries like Singapore and Hong Kong have well-defined education programmes for gifted children. In the past decade, the Middle East and East Asia have further been showing more attention to students who have been high performers in STEM subjects. Meanwhile, in India, contrary to research findings, bright students are not thought to particularly have any different academic needs or problems at school or in their education. That has translated into a lack of education research, policies, and practices focused on gifted and talented education. For example, the National Curriculum Framework of India does not mention services or programmes for gifted students.

We found that in India, this area of nurturing exceptional talent does not just receive very little attention but also limited funding. As a private sector funder, we felt that this is an important cause to support to build a stronger nation in the future. As India’s economy quadruples in size in the next two decades, we are likely to face a chronic shortage of high-quality talent. That will be not just in the business sphere but also in other important ones such as the political, administrative, and judicial. Thus, it is imperative for national growth to significantly increase the quantum of high-calibre students who achieve their maximum potential.

We were very clear that such a programme must be anchored at a University of high repute and credibility, which is global in its outlook but Indian in its roots. With its legacy of building the higher education landscape of India, 51��� was an obvious choice. It was heartening to see the enthusiasm of the founders and the faculty to spearhead this initiative with the same sense of ownership. Further, the world-class infrastructure of the University, its professors and the strides Ashoka has made in the past decade in transforming the higher education landscape of our country was a testament to their commitment. While the past track record was significant, the bold vision Ashoka has for the future further strengthened the foundation of the partnership.

Commenting on the programme, Abhishek Lodha, MD & CEO, Lodha, said, “As a responsible developer and a frontrunner to build a better life for everyone, we recognise our responsibility to build a better society. For that, we must identify and nurture deserving talents so that they have all the means to gain knowledge and surpass all possible impediments to become able leaders of tomorrow. ‘The Lodha Genius Programme’ is a major step in this direction to drive collaborative, large-scale solutions for a better future for our bright students. We are delighted to have 51��� as our partner in this journey; they come with decade-long expertise in creating an inclusive institution of excellence and have been a pioneering force for interdisciplinary higher education.”

When we met Professor VijayRaghavan and Ambika, we knew the programme was in the best hands. In them—we found the perfect mix of having an ambitious vision, deep technical expertise, a strong sense of ownership/commitment and immense capacity to implement a complex programme design. Along with the entire Ashoka team, they delivered a very successful summer programme and continue to build the foundation of this for the years to come.

Commenting on the programme, Raunika Malhotra, President - Marketing, Lodha, said, “With our philosophy of 'Do Good, Do Well,' we aim to foster a better society and a stronger nation by identifying and nurturing India's highly talented students to enable them to succeed in their chosen fields. Failing to support capable children not only hinders their individual growth but also impacts society and the nation as a whole. To bridge this gap caused by various reasons, we are committed to playing a supportive role through the ‘Lodha Genius Programme”. India takes pride in its numerous outstanding business leaders and CEOs. Over the next 20 years, we aspire to multiply their numbers while achieving similar success in areas such as Arts, Sciences, Public Administration, and Public Service.”

Endnotes:

References:

• Heylighen, F. Gifted People and their Problems.
• Kaufman, S. B., & Sternberg, R. J. (2008). Conceptions of Giftedness. Handbook of Giftedness in Children, 71–91. doi: 10.1007/978-0-387-74401-
• Kurup.A., Sharma J., Basu. A., & Chandra. A. (October 2015). Identification and Mentoring Gifted Children (age 3-15 years). NIAS Report
• Renzulli, J. S. (2005). Applying gifted education pedagogy to total talent development for all students. Theory Into Practice.
• Roy, Paromita. "Gifted Education in India." Cogent Education 4, no. 1 (2017). doi:10.1080/2331186x.2017.1332815
• Tom Clynes, "How to Raise a Genius: Lessons from a 45-Year Study of Supersmart Children," Scientific American, September 07, 2016.
• Wright, B. J. (2008). A global conceptualisation of giftedness: A comparison of U.S. and Indian gifted education programmes.

(Written by Mahika Shishodia, Head of Social Impact, Lodha)

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Empowering Innovators of Tomorrow: The Lodha Genius Programme Bridging Gaps in High School Education

The Lodha Genius Programme, a joint initiative of 51��� and Lodha Group, has been built with a vision to bring together students of classes 9- 12 to get enormous exposure to mathematics, science and inter-disciplinary art and science in a hands-on fashion. In today’s world, there is an immense gap between the education given at schools and colleges and the real world of careers and opportunities. Sometimes, it becomes challenging to find suitable talents in the job market. Due to the lack of direction and guidance, it so happens that students who are passionate about particular fields or subjects tend to deviate due to the rat race of making money and getting in and ‘settling’ into a stable life. Undoubtedly, societal pressures are just a catalyst to this whole process. This results in the disappearance or non-discovery of talents and talented individuals. The vision and goal of the programme is to open out a world to these passionate high schoolers, enabling them to be creative and think out of the box by providing them ample guidance and continuous mentoring throughout the year. To this end, the programme is designed as a mix of one month of on-campus training at 51���, followed by nearly ten months of continuous mentoring. Another unique aspect of this programme is its loop in nature. Once enrolled, students remain in the programme and can return every year until they finish school. The new entrants are admitted into the programme based on an aptitude test based on their critical thinking skills and logical reasoning. Next year, we intend to introduce social intelligence and behaviour into these modules to set standards differently from the current school education.

The fully funded nature of the programme enables us to bring students from different socio-economic backgrounds and geographies under one roof. While it may sound very benevolent, this process is one of the most difficult to manage and integrate. Unlike many existing fully funded programmes that cater to a specific stratum of society (underprivileged in most cases), here we try to bring maximum diversity to a single platform. That is to encourage peer-to-peer learning—an effective technique to mould and refine individuals. But it is necessary to lay the foundation for this correctly, or it can backfire—making it a disastrous attempt. Mechanisms ensuring that each student feels well integrated into the system, irrespective of their background, is a quintessential part of our process.

The curriculum of the programme is a mix of seminars in science and mathematics and hands-on by top-notch researchers from all over the world, including the University of Cambridge, the University of California Los Angeles, Yale University, the University of Chicago (including a Nobel Laureate- Jack Szostak), Indian Institute of Science, Stanford University, Indian Institute of Human Settlements (IIHS), National Centre for Biological Sciences to name a few. We also had didactic lectures from technology partners like Zeiss Microscopy, Google India and Olympus.

The seminars intended to motivate this young science-loving generation to bridge the gap between school education and the use of these concepts in top-quality scientific research. More than narrating success stories, the seminars focussed on how to turn your failures into success stories. The grit and resilience behind every researcher were a real inspiration and instilled a lot of confidence amongst these bright students who undoubtedly would be the future of India.

The hands-on projects helped the students to experience what a real scientific lab would be and see how ethics and ideas of sustainability were incorporated into every project. It opened wider doors of possibilities and networks to these students who otherwise would have had to wait for several years to gain even a quantum of this experience. The problem-solving seminars in mathematics were a rigorous training of International Olympiad level standards that many enjoyed, and at the same time, many felt challenged!

The Ashoka infrastructure—a 24/7 accessible library with e-resources and massive sports facilities—kept them occupied when they were exhausted (in a positive way) after their academic sessions. For us, the real learning experience was also to see how much peer-to-peer learning was encouraged and occurred organically. The diversity of the students proved to be a great testing ground for the same. It was not just a platform for cultural exchanges that crossed language barriers but also an exchange bed for ideas, skills and competencies.

Together, we are working towards creating impacts at multiple levels. The programme is not only confined to the 100 students who would come to the campus every summer and their continuous mentoring but also creating a broader impact by having several off-shoot layers like winter workshops, science fairs, creation of science and maths circles for 6-8 graders and so on. We also intend to make all the courses and materials open source—a new way of looking at things that fully supports the idea of giving back to the community. We have designed the programme such that it is replicable throughout the country. We hope that many institutions and organisations will come forward with many such programmes in the future so we can have a good set of curious, passionate and creative individuals who value science and mathematics and participate in nation-building!

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The Lodha Genius Programme at 51���: Energising for Students and Teachers

All of us working in the Lodha Genius Programme at 51��� are advocates for education—firm believers in the power of mentorship. Yet, our journey has been nothing short of remarkable, as we have learned as much as the students. It is a unique joint effort between Lodha Group and 51���, dedicated to nurturing the brightest minds of our nation and shaping them into the leaders of tomorrow.

In this piece, I would like to share our experience and insights into this extraordinary programme, which is not only transforming the lives of young scholars but also contributing significantly to nation-building.

The Lodha Genius Programme has committed itself to providing quality education and empowering the youth. This commitment aligns with 51���'s core values, which emphasise interdisciplinary education, world-class faculty, and a dedication to making a meaningful societal impact.

The primary goal of the Lodha Genius Programme is to address the challenge of opening the windows of opportunity to bright young students. It seeks to achieve this by identifying academically brilliant school students and providing them with tailored, long-term support to unlock their full potential. This innovative scholarship programme is the first of its kind and has the potential to revolutionise the way we nurture and develop young talent.

The Lodha Genius Programme inaugural batch was a group of exceptional students who embarked on a transformative four-week on-campus summer module at 51���. From the moment we met these young minds, we all could sense the extraordinary potential within each of them. It was a privilege to be part of their educational journey and to witness their growth and development throughout the programme.

One of the most rewarding aspects of mentoring these students was witnessing their passion for learning to communicate and teach each other. Along with providing them access to world-class education, the Lodha Genius Programme encourages them to explore diverse fields of study. The interdisciplinary approach at 51���, combined with the freedom to pursue their interests, allowed these students to broaden their horizons and think critically about complex issues.

As mentors, our roles extended beyond the academic realm. We had the opportunity to engage in meaningful discussions with these young scholars, helping them navigate challenges and providing guidance on their personal and professional development. We are still in touch with them. It was inspiring to see how receptive they were to feedback and how eager they were to learn and grow.

One of the central components of the Lodha Genius Programme is the emphasis on holistic development. It goes beyond academics and focuses on building essential life skills, leadership qualities, and a strong sense of social responsibility. Through workshops, seminars, and extracurricular activities, students are encouraged to develop a well-rounded personality, which is essential for future leaders.

The impact of this programme extends far beyond the individual students involved. It has the potential to create a ripple effect, as these young scholars are equipped with knowledge and a sense of purpose. They understand the importance of giving back to society and actively contributing to nation-building. This sense of responsibility is a testament to the success of the Lodha Genius Programme in instilling values beyond personal success.

Another remarkable aspect of this initiative is the sense of community it fosters. The students form a close-knit group, supporting and inspiring each other. This sense of camaraderie creates a conducive learning environment and encourages collaboration—a crucial skill in today's interconnected world.

The Lodha Genius Programme also benefits from the expertise and guidance of 51���'s faculty and teachers from all over India and the world. These field experts are passionate about mentoring the next generation of leaders. Their dedication to teaching and willingness to go the extra mile in helping students achieve their goals have been instrumental in the success of this programme.

As mentors in the Lodha Genius Programme, we have been continuously impressed by the students’ commitment and dedication, the collaborative spirit of the faculty, and the unwavering support of Lodha and 51���. This initiative is a shining example of what can be achieved when organisations come together with a shared vision of shaping a better future for our nation.

In conclusion, our experience with the Lodha Genius Programme at 51��� has been truly fulfilling. It has reaffirmed our collective belief in the transformative power of education and mentorship. By nurturing the talents of these exceptional young scholars, we are not only securing their futures but also sowing the seeds for a brighter, more prosperous India. The Lodha Genius Programme is not just an educational initiative; it is a movement that has the potential to shape the destiny of our nation.

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