Wings of Fire: A Journey of Dreams, Struggles and Inspiration

Introduction

Some books tell us a story, while some books inspire us to change the way we look at life. Wings of Fire: An Autobiography of A. P. J. Abdul Kalam is one such book. Written by A. P. J. Abdul Kalam with Arun Tiwari, the book presents the life journey of one of India's most respected scientists and former Presidents. It is not only an autobiography but also a story of dreams, hard work, failures, achievements, values, and the importance of good teachers and mentors.

Kalam's life is particularly inspiring because he came from a simple background but developed a strong desire to learn and contribute to the nation. His journey from Rameswaram to becoming a leading scientist and later the President of India demonstrates that circumstances do not necessarily determine a person's future. Through education, discipline, determination, and guidance from inspiring people, an individual can achieve great things.

While reading the book, what impressed me most was the important role played by teachers, mentors, and guides in Kalam's life. They did not simply provide him with academic knowledge; they helped him develop confidence, scientific thinking, discipline, and a larger vision for life.

About the Author

A. P. J. Abdul Kalam was born on 15 October 1931 in Rameswaram, Tamil Nadu. He came from a modest family and experienced a simple childhood. He later studied aeronautical engineering and became closely associated with India's space and defence programmes.

Kalam worked with organisations such as the Indian Space Research Organisation (ISRO) and the Defence Research and Development Organisation (DRDO). He played an important role in India's missile and space programmes and became popularly known as the "Missile Man of India."

In 2002, he became the 11th President of India. However, despite achieving such a high position, he remained known for his simplicity, humility, and close connection with students and young people.

His life and ideas continue to influence students because he consistently encouraged them to dream, acquire knowledge, and work for the development of the nation.

About the Book

Wings of Fire was first published in 1999. The autobiography traces Kalam's life from his childhood in Rameswaram through his education and scientific career. It describes his experiences at the Madras Institute of Technology, his work in India's space programme, and his later involvement in India's missile development programmes.

The book is more than a chronological account of events. Kalam connects his personal experiences with larger ideas about education, science, spirituality, leadership, teamwork, and national development.

The title Wings of Fire itself is symbolic. Wings suggest freedom, ambition, movement, and the ability to rise above limitations. In Kalam's life, this idea is connected with the power of dreams and the determination to transform those dreams into reality.

Summary of the Book

The autobiography begins with Kalam's childhood in Rameswaram. He describes his family, his surroundings, his early education, and the values that shaped his personality. His parents played an important role in developing qualities such as honesty, discipline, faith, and simplicity.

As a young student, Kalam developed a strong interest in science and flight. His education gradually took him towards aeronautical engineering. At the Madras Institute of Technology, he encountered demanding academic challenges and teachers who expected him to perform beyond his limitations.

After completing his education, Kalam began his professional career and later became involved with India's space programme. His association with the Indian Space Research Organisation became an important stage in his scientific journey. He worked with other scientists on the development of India's satellite launch capabilities.

The book also discusses the development of India's missile programme. Kalam describes both successes and failures and emphasises that failure should not be considered the end of a journey. Instead, failure can provide an opportunity to learn, improve, and move forward.

Throughout the autobiography, Kalam acknowledges the contribution of numerous scientists, colleagues, teachers, and mentors. His achievements are therefore presented not simply as individual accomplishments but as the result of teamwork, guidance, education, and collective effort.

The Role of Teachers and Mentors

One of the most meaningful aspects of Wings of Fire is the importance Kalam gives to his teachers and mentors. His life demonstrates that a good teacher can influence not only a student's academic career but also the student's entire way of thinking.

One of the teachers who influenced Kalam during his early education was Sivasubramania Iyer. He encouraged Kalam's interest in science and helped him develop a broader understanding of the world. His influence was significant because he encouraged Kalam to think beyond social and economic limitations.

At the Madras Institute of Technology, Prof. S. R. Rangarajan and other teachers challenged Kalam academically. The demanding environment taught him that talent alone is not enough. Discipline, responsibility, and hard work are equally important.

Kalam also received guidance from several important figures during his scientific career. People such as Dr. Vikram Sarabhai, Dr. Satish Dhawan, and Dr. Brahm Prakash played significant roles in shaping his professional development.

What I found particularly inspiring is that Kalam never presented his success as something achieved entirely by himself. Instead, he repeatedly recognised the contribution of people who guided him at different stages of his life.

This made me reflect on the importance of teachers in our own lives. A teacher does not only teach a subject. A teacher can identify a student's potential, encourage confidence, correct mistakes, and inspire the student to dream bigger.

Major Themes

1. The Power of Dreams

One of the central ideas of the book is the importance of having dreams. For Kalam, a dream is not merely an imagined future. It is something that requires action and dedication.

His life demonstrates how a dream can gradually become a goal and then a reality through continuous effort.

2. Education as a Transformative Force

Education plays a central role in Kalam's life. His journey shows that education can open possibilities for individuals who come from modest backgrounds.

However, the book presents education as more than acquiring information. True education develops curiosity, discipline, creativity, and the ability to solve problems.

3. Teachers and Mentorship

The importance of teachers is one of the strongest themes of the autobiography. Kalam's teachers and mentors influenced his intellectual and personal development.

They challenged him, encouraged him, and helped him discover his potential. Their influence demonstrates that mentorship can shape the direction of a person's life.

4. Failure and Success

Kalam does not hide his failures. Instead, he discusses them as important parts of his journey. Scientific projects involve uncertainty, experimentation, and failure.

The book therefore presents failure not as a reason to stop but as an opportunity to learn. This is particularly relevant for students because academic or personal failure does not necessarily define one's future.

5. Teamwork

Another important theme is teamwork. Kalam's scientific achievements were the result of the efforts of many scientists, engineers, technicians, and administrators.

The book reminds readers that major achievements are rarely the work of one person alone. Cooperation, trust, leadership, and shared responsibility are essential.

6. Humility and Values

Despite his scientific achievements and later political position, Kalam remained deeply connected to simple values. He emphasised hard work, honesty, discipline, spirituality, and service to the nation.

His personality shows that achievement becomes more meaningful when it is accompanied by humility.

My Reflection on the Book:

The most impressive part of Wings of Fire for me was the relationship between Kalam and his teachers and mentors. Before reading the book, I generally understood teachers as people who provide knowledge and help students prepare for examinations. Kalam's life presents a much broader understanding of teaching.

His teachers helped him recognise possibilities that he could not necessarily see himself. They encouraged his curiosity and gave direction to his interests. Their influence remained with him even after he entered professional life.

This made me think about the teachers who influence students beyond the classroom. Sometimes a teacher's one sentence of encouragement, one correction, or one expression of trust can have a lasting impact on a student's life.

I also found Kalam's attitude towards his mentors admirable. Even after achieving great success, he continued to remember and acknowledge the people who had helped him. This reflects his humility and gratitude.

Another aspect that I found inspiring was his ability to learn from failure. His scientific career was not a straight path of success. There were difficulties, disappointments, and unsuccessful attempts. However, he continued working with determination.

The book therefore gives an important message to students: success is not achieved suddenly; it is created through learning, perseverance, guidance, and continuous effort.

Critical Review:

From a literary perspective, Wings of Fire can be read as an autobiography of personal growth as well as a narrative of India's scientific development. The book connects individual experience with national history.

One of its greatest strengths is its inspirational quality. Kalam writes about complex scientific and professional experiences while keeping the larger message accessible to readers. His emphasis on teachers, teamwork, discipline, and national development makes the book particularly meaningful for young readers.

The autobiography also challenges the conventional idea of success. Kalam's achievements are not presented only through positions, awards, or professional accomplishments. Instead, success is connected with knowledge, service, responsibility, and the ability to inspire others.

At certain points, the book gives considerable attention to scientific projects and professional developments. Readers without an interest in science may find some sections technical. However, these sections are important because they show the difficulties behind India's scientific achievements.

Overall, the book succeeds because it combines a personal life story with broader reflections on education, science, leadership, and nation-building.

Why Students Should Read This Book:

I believe Wings of Fire is particularly valuable for students. It teaches lessons that go beyond academic knowledge.

First, it encourages students to dream with purpose. Second, it teaches the importance of hard work and discipline. Third, it demonstrates that failure is a part of learning. Most importantly, it shows the lasting influence of teachers and mentors.

The book also encourages students to develop a sense of responsibility towards society. Kalam believed that education and scientific knowledge should ultimately contribute to the development of the nation.

Therefore, the autobiography can be read not simply as the story of one successful scientist but as a guide to developing a meaningful approach to education and life.

Conclusion:

Wings of Fire is much more than the autobiography of A. P. J. Abdul Kalam. It is a narrative of dreams, education, perseverance, scientific achievement, mentorship, and service to the nation.

For me, the most significant lesson from the book is the importance of teachers and mentors in shaping a person's life. Kalam's journey reminds us that behind many successful individuals there are people who guided, encouraged, challenged, and believed in them.

The book also teaches us that our beginnings do not have to determine our destinations. Kalam began his life in a simple environment, but through education, determination, guidance, and hard work, he became a distinguished scientist and eventually the President of India.

The metaphor of "wings" in the title is therefore appropriate. Dreams may give us the desire to rise, but education, mentorship, discipline, and perseverance give us the wings with which we can actually fly.

For students, Wings of Fire remains an inspiring reminder that a great future can begin with a simple dream, provided we have the courage to pursue it.

References:

Kalam, A. P. J. Abdul, and Arun Tiwari. Wings of Fire: An Autobiography. Universities Press, 1999.

From Human Choices to Machine Intelligence: A Reflection on AI and Digital Learning

My Experience with the Moral Machine: A Reflection on Ethics, Choice and Human Values

Here is PDF of screenshots

Here is my result

Recently, I participated in an activity called Moral Machine. Before doing this activity, I thought that making a decision between two options would be simple if the number of people involved was clearly different. However, when I actually started answering the situations, I realized that moral decisions are not always simple.

The Moral Machine presents different situations involving a self-driving car. In each situation, the car faces an unavoidable accident, and I have to decide what the car should do. Sometimes the choice is between saving the passengers or pedestrians. In other situations, the people involved are different in terms of age, gender, profession, physical fitness, or whether they are humans or animals. The activity is designed to understand how people make judgments in difficult life-and-death situations.

For me, this activity was not just a game. It became a way of looking at my own thinking and asking myself: “Why did I choose this person to survive rather than the other?”

My First Reaction

When I started the activity, I initially looked at the number of people in each situation. My first thought was that if I could save more people, I should choose that option. But as the scenarios continued, the decisions became more complicated.

For example, there were situations where the car could either continue straight or change its direction. Both choices would result in someone's death. In some cases, there were differences between children, adults, elderly people, athletes, executives, homeless people, and animals. This made me think about whether one life can really be considered more valuable than another.

The most difficult part was that there was no completely comfortable answer. Whatever option I selected, I knew that someone else would die. This made me slow down and think about my values rather than simply clicking an option.

How I Made My Decisions

While making my choices, I noticed that saving a larger number of people was one of the strongest factors for me. My final result also shows a very strong preference for saving more lives.

I also noticed that I did not give the same importance to every characteristic. For example, my results show a very strong preference for humans over pets. This made me realize that I naturally place human life above animal life when I am forced to make such a choice.

My result also shows a strong preference for fit people over large people and for people with higher social value over lower social value. These results made me uncomfortable because they forced me to question whether I was unconsciously judging people's worth according to their physical condition or social position.

The Most Difficult Part

The hardest part of the activity was not choosing between two numbers. It was choosing between different kinds of people.

For example, when a situation involved younger and older people, I had to think about whether age should matter. When it involved people following or breaking the law, I had to think about whether someone who breaks a traffic rule deserves less protection.

Similarly, when the activity presented people with different professions or social positions, I had to ask myself whether a person's profession should determine whether they live or die.

These questions are difficult because, in real life, we normally do not decide who deserves to live. We believe that every human life has value. But the Moral Machine deliberately creates situations where I am forced to make such a comparison.

What My Results Revealed About Me

The results were interesting because they showed me some of my own preferences more clearly than I had expected.

My strongest preference was saving more lives. I also gave relatively low importance to protecting the passengers compared with the other possible factors. My result for avoiding intervention was also on the lower side, which suggests that I was more willing to accept an active decision rather than simply avoid intervention.

My gender preference leaned toward males, but my age preference was much less extreme. This made me realize that even when I believe that I am making a logical decision, personal preferences can still influence my judgment.

The most important learning for me was that my moral decisions are influenced by several factors at the same time. I may think that I am simply trying to save the maximum number of people, but the characteristics of those people can also influence my thinking.

Ethics and Technology

The activity also made me think about the relationship between ethics and technology.

A self-driving car is a machine, but it operates in a world where human beings have different values, beliefs and expectations. If such a car faces an unavoidable accident, someone has to decide what principles the machine should follow.

This raises an important question:

If humans themselves cannot agree about the right moral decision, how can we expect technology to make the perfect moral decision for us?

The Moral Machine made me understand that technology is not completely separate from human values. The decisions programmed into technology can reflect the values and assumptions of the people who design it.

The activity itself is a research project concerned with people's judgments about difficult moral dilemmas involving life-and-death situations.

What I Learned from the Activity

There are several important things that I learned from this experience.

First, moral decisions are complicated.

There is not always one correct answer. Two people can look at the same situation and make completely different choices because they have different values.

Second, our decisions reveal our hidden biases.

I did not realize how much factors such as age, gender, physical fitness, social value and species could influence my decisions until I saw my results.

Third, numbers are not everything.

Although I strongly preferred saving more lives, some situations made me think about whether saving a larger number is always morally right.

Fourth, technology needs ethical thinking.

Artificial intelligence and self-driving technology can make decisions that directly affect human beings. Therefore, technical development should also include ethical discussion.

Finally, the activity taught me to question my own thinking.

Instead of asking only, “What did I choose?”, I started asking, “Why did I choose it?” I think this second question is much more important.

My Learning Outcomes

After completing the Moral Machine activity, I can identify the following learning outcomes:

1. I developed ethical awareness by thinking about difficult life-and-death situations.
2. I became more aware of my own biases and preferences.
3. I learned that moral decisions can have multiple perspectives.
4. I understood the importance of critical thinking before making a decision.
5. I understood the connection between ethics and artificial intelligence.
6. I learned to question my own decisions instead of assuming that they are automatically correct.
7. I became more aware that technology can reflect human values and social assumptions.
8. I learned that there may not always be a perfect solution to an ethical problem.

My Final Reflection

The Moral Machine activity was a short activity, but it made me think much more deeply than I expected. At the beginning, I treated the situations like simple choices. But after answering several questions, I realized that every choice represented a moral position.

The most interesting part was seeing my final results. They showed me patterns in my decisions that I had not consciously noticed while completing the activity. For example, I strongly preferred saving more lives and humans over pets, while some other preferences were less straightforward.

I also realized that making a moral decision is different from making an ordinary decision. In an ordinary decision, I can often choose an option that satisfies me. In these scenarios, however, every option has a negative consequence.

The activity therefore taught me something important about myself: before judging someone else's decision, I should try to understand the values behind that decision. Different people may choose differently not because one person is good and another is bad, but because they may prioritize different moral principles.

In the end, Moral Machine did not give me a simple answer about what is right or wrong. Instead, it gave me something more valuable—a chance to question my own values, understand my decision-making process, and think critically about the ethical challenges that technology may create in the future.

My experience with Moral Machine was both challenging and educational. It showed me that even a simple-looking digital activity can raise serious questions about human life, morality, law, technology and social values.

The biggest lesson I take from this activity is that ethical thinking is not about finding an easy answer; it is about understanding the consequences of our choices and being honest about the values behind them.

That is what made this activity meaningful for me.

Deep Dive into the Three Presentation Parts

Part 1: Decentring the Subject and the Nature of Hypertext

This section defines hypertext as a system of linked digital data including images, text, and sound stored in the cloud and accessed via a web browser Unlike traditional books, which Prof. Barad describes as "dead text" because they do not react to user interaction (like zooming or clicking), hypertext is living and linked

• Decentring: Drawing on Silvio Gaggi’s theories, the presentation argues that digital pedagogy makes the "Subject" defined as the core content, the teacher, and the taught unstable, fragmented, and decentred
• Loss of Authorship: In the computer era, traditional notions of individual authorship are often lost as readers become decentred through interactive digital networks
• Pedagogical Model: A strong digital foundation requires Content Management Systems (like Google Drive) and Learning Management Systems (like Google Classroom) to organize and deliver content effectively

Part 2: Practical Strategies for Digital Language Teaching

The second part addresses the practical challenges of teaching language and literature online, such as maintaining engagement and handling network issues

• Addressing Network Issues: To solve the problem of audio breaking due to poor connectivity, the presentation suggests using auto-transcripts and live captions (tools like Tactic or Scribble) so students can read what was spoken during the session
• The Glass Board: Prof. Barad introduces the "Glass Board" a transparent LED-lit panel that allows teachers to maintain eye contact with students while performing "board work" (like writing grammar formulas or drawing stick figures) during live or recorded sessions
• Collaborative Learning: The use of Google Docs and Spreadsheets is highlighted as a way to engage students in real-time. For example, students can collaboratively describe images, write dialogues, or practice active/passive voice in a shared digital workspace

Part 3: Generative Literature and Digital Assessment

The final part focuses on the shift toward generative literature texts produced by algorithms and Artificial Intelligence rather than human authors

• The Machine as Author: Modern AI can write poetry so convincingly that it is often difficult for humans to distinguish it from human-authored work
• Big Data in Literature: The presentation mentions using Corpus Linguistics (such as the "Click" project for Charles Dickens) to study literature through a "big data lens"
• Digital Portfolios: Prof. Barad advocates for a shift in assessment. Instead of traditional "exit exams," students should create digital portfolios where they curate and archive their work (blogs, videos, and websites) to demonstrate their academic journey and digital literacy

For a deeper dive into these concepts, you can watch the full video recording of the International Faculty Development Programme session below

• Barad, Dilip. “Pedagogical Shift from Text to Hypertext: Language & Literature to the Digital Natives.” Dilip Barad | Teacher Blog, 18 Sept. 2021,https://blog.dilipbarad.com/2021/09/pedagogical-shift-from-text-to.html
• Moral Machinehttps://www.moralmachine.net/

 Exploring Corpus Stylistics through CLiC: A Digital Humanities Learning Experience

Exploring AI Bias and Literary Interpretation through Notebook LM

As part of our Digital Humanities laboratory activity, we used Notebook LM to analyse the YouTube lecture "Bias in A.I. Models and Its Implications in Literary Interpretation"  Using Notebook LM, we generated a video overview, briefing document, mind map, infographic, presentation, and an audio. This blog presents all the outputs created during this activity.

Bias in AI Models and Implications for Literary Interpretation

Executive Summary

This briefing document examines the critical intersection of Artificial Intelligence (AI) and literary studies, focusing on the identification and mitigation of algorithmic bias. Based on the insights of Professor Dilip P. Barad, the document asserts that AI is not a neutral technology but a reflection of the sociocultural, religious, and political prejudices inherent in its training data. By applying literary theories such as feminism, postcolonialism, and critical race theory scholars can unmask the "unconscious biases" within AI outputs. Key findings indicate that while some models (e.g., Open AI) are evolving toward more progressive interpretations, others (e.g., Deep Seek) exhibit localized political censorship. Ultimately, the document argues that the goal is not to achieve impossible neutrality but to make biases visible and to challenge the "extractive epistemologies" of dominant cultures by actively contributing diverse digital content.

1. Defining Bias in the Human and Artificial Context

Bias is defined as an instinctive categorization of people and things without conscious awareness. It represents a "flow in thinking" guided by past experiences and, more dangerously, mental preconditioning where belief systems are often confused with knowledge systems.

The Nature of AI Bias

AI models are trained on massive, non-neutral datasets. Consequently, they reproduce the perspectives of:

• Dominant Cultures: Mainstream voices often overshadow marginalized perspectives.
• Standard Registers: Standard English dominates the linguistic data, potentially erasing regional or non-standard variations.
• Human Interactions: AI functions as a "mirror reflection" of the real world; if a bias exists in society, it is likely to manifest in the virtual world.

The "Diamond" Metaphor for Critical Inquiry

To counter bias, researchers are encouraged to abandon the "two sides of a coin" metaphor in favour of seeing problems as a diamond with multiple facets (3D, 4D, 5D). This requires:

• Critical attention to data and evidence.
• Challenging assumptions and traditions.
• Embracing diversity and practicing empathy.

2. Literary Theory as a Diagnostic Tool

Literary studies provide the necessary framework (hermeneutics and interpretive theories) to identify unconscious biases. Professor Barad highlights several key theoretical intersections:

Literary Theory	Application to AI Bias
Feminism	Critiquing the "Angel vs. Monster" binary and the default to male protagonists in scientific or intellectual narratives.
Postcolonialism	Identifying Eurocentric beauty ideals and the erasure of indigenous or "Global South" knowledge.
Critical Race Theory	Analysing how AI reinforces "whiteness as default" and marginalizes dark-skinned individuals in recognition and description.
New Historicism	Comparing official, "big data" histories with marginalized or subaltern narratives.
Ecocriticism	Examining how AI prioritizes generic Western environmental imagery (e.g., polar bears) over localized crises in the Global South.

3. Case Studies and Experimental Evidence

The document identifies specific instances where AI models demonstrate or have begun to overcome inherent biases.

Gender Bias: The "Madwoman in the Attic" Framework

Using Gilbert and Gubar’s 1979 framework, AI outputs were tested for patriarchal defaults.

• Male as Default: In creative prompts for "a scientist," AI frequently defaults to male characters (e.g., "Dr. Edmund Bellamy").
• Progressive Shifts: Newer iterations of models like Chat GPT show improvement by including female writers (e.g., Aphra Behn) in lists of restoration dramatists, indicating that 20th-century history datasets are influencing AI learning.

Racial and Algorithmic Bias

Reference is made to the work of Timnit Gebru and Safiya Noble (Algorithms of Oppression):

• Whiteness as Default: Research shows AI systems had error rates of less than 1% for white men but up to 34% for dark-skinned women.
• Stochastic Parrots: Large Language Models (LLMs) often amplify existing racial biases simply because they operate on a scale where "more data doesn't mean better data."

Political Bias: Open AI vs. Deep Seek

A significant distinction is made between the "liberal spirit" of American-based models and the controlled algorithms of others.

• Deep Seek (China): Experiments revealed that Deep Seek would refuse to answer prompts regarding sensitive Chinese political history (e.g., Tiananmen Square) or generate satirical poetry about contemporary Chinese leadership, responding instead with: "That's beyond my current scope."
• Open AI (USA): Conversely, Chat GPT was found to be more "progressive" and open to political satire across various world leaders (Trump, Putin, Kim Jong-un), though it faces criticism from the right wing for "wokeism."

4. The Challenge of Indian Knowledge Systems (IKS)

A specific point of tension exists regarding how AI handles non-Western myth and history.

• The Myth vs. Fact Dilemma: When AI labels the Pushpaka Vimana (flying chariot) as a "myth" while potentially treating other cultural concepts differently, it raises questions of fairness.
• Uniform Standards: Bias is confirmed only if AI treats Western myths as scientific facts while dismissing Indian narratives. If all such objects across civilizations are labeled "mythical," the model is applying a uniform standard rather than a cultural prejudice.

5. Strategic Recommendations for Educators and Scholars

To navigate the era of AI-driven interpretation, the following strategies are proposed:

• Move from "Downloaders" to "Uploaders": The Global South must combat its "laziness" in digital contribution. Bias persists because colonial archives are digitized while indigenous knowledge is not. Scholars must actively upload regional stories, languages, and histories to digital spaces like Wikipedia and Project Gutenberg.
• Counter-Prompting: Use "anti-capitalist" or "subaltern" prompts to test if the AI can provide a balanced observation.
• Critical Awareness of Tools: Users must remain mindful of where a tool was designed (e.g., the "Global North") and what "deliberate controls" may be placed on its algorithm.
• Visible Bias: Neutrality is impossible. The goal of critical theory is to make bias visible, historicized, and questioned so it does not become enforced as a "universal truth."

6. Concluding Insights

"Bias itself is not the problem. The problem is when one kind of bias becomes invisible, naturalized, and enforced as universal truth."

As AI models evolve, their capacity for "algorithmic consciousness" (understanding user needs and awareness of data gaps) may improve faster than human preconditioning. However, the responsibility remains with human scholars to provide the critical lens through which these outputs are evaluated, ensuring that "positive developments" and "constructive answers" do not mask the erasure of marginalized realities.

Here is Infographic

Here is Video Illustration

Here is Mind Map

Here is Audio in English Language

Here is Audio in Hindi:

Here is PPT:

References:

Notebook LM. Google Labs, https://notebooklm.google/