From Classroom to Boardroom: Evolution of Learning

I began my journey as a school teacher back in the early 1990s—those chalk-and-talk days where every lesson was carefully planned, and my audience was curious, restless, and full of questions. From there, I transitioned to a Lecturer and eventually became a Professor, addressing college and university students—sharper minds, deeper questions, and yes, the occasional empty stare! Fast forward to today, I find myself in the role of a Master Trainer—designing and delivering sessions for professionals, managers, educators, and government officers across the country, and abroad. The audience is now experienced, opinionated, and often more skeptical—but also incredibly insightful.

Looking back, I often ask myself: What’s common across these roles? And how have they shaped the way I think and teach today?

The Common Thread: Empowering Minds

If there’s one thing that connects all these roles, it’s the intention to develop human potential. Whether I was teaching young students to civics, geography, history (now SST), or helping managers understand emotional intelligence, my job has always been to spark curiosity, build confidence, and develop competence.

However, what differs significantly is how this is done—the pedagogy to andragogy. As a school teacher, I believed education was about sharing knowledge. Get the facts right, deliver them clearly, ensure comprehension, and move on. That was pretty much the model understood and followed by all teachers in those days. Today, I think very differently; I have evolved with the changing times. Education is not just about knowing—it’s about thinking. It’s not about feeding information, but about lighting the fire of inquiry, exploration, and independent reasoning.

From Knowledge Delivery to Thought Development

Making this shift—from teaching “what to think” to nurturing “how to think”—has been a deeply transformative journey. And it’s not easy. Developing critical and creative thinking in others requires that we first develop it in ourselves. It takes conscious effort, self-reflection, and ongoing learning. But once the mental muscle is trained, it becomes almost automatic—like switching from manual to auto-mode (you bet I know the difference, switching from an XUV to BYD!).

Interestingly, the World Economic Forum ranks critical thinking among the top 10 skills required for success in today’s dynamic and competitive workplace. It’s a non-negotiable for professionals, educators, managers, and leaders alike. Why? Because the world isn’t looking for people who know more. It needs people who can make sense of what they know, connect the dots, and take wise action.

What Neuroscience Tells Us

Here’s a little brain science which clarifies the difference. Our Prefrontal Cortex (PFC)—often referred to as the brain’s “executive center”—is responsible for functions like planning, problem-solving, and decision-making. This is where critical thinking comes from. Then there’s the amygdala, the emotional center nestled in the midbrain. It regulates emotions—especially fear, stress, and threat perception. When managed well, it supports clear, rational decision-making. When hijacked, it can cloud judgment. So, thinking clearly isn’t just a mental habit—it’s a neurobiological advantage.

The Takeaway?

Whether you’re a teacher, a trainer, a team leader, or a lifelong learner: Your ability to think—critically and creatively—is your biggest strength. And just like any skill, it can be developed, honed, and passed on. I’m still on that journey. From blackboards to whiteboards to virtual boards—what I’ve learned is this: Teaching is not about delivering answers. It’s about enabling others to ask better questions, and grow—in the process.

Let’s keep learning, thinking, and growing—together.