Visit to EMPI - sample student reflections - Prof. Vipin Gupta

We spent three days and three nights at EMPI. We were welcomed by EMPI on the night of March 2. EMPI organized several cultural events and Holi performances on March 3. On March 4, Sunday, EMPI organized yoga, and then we played Holi. Then, the students wore sarees, and went for sightseeing, and then dinner at India Habitat. They returned on March 11, the last day of their stay in India, for a panel on women leaders, and to hear about controlling the ageing process and about EMPI model of education. Here are sample student comments on the visit:

“Our hosts paid full attention to our needs – hunger, luggage, welfare, clothes, cosmetics, anything really – and even beyond our perceived needs. We were never left alone, and all connections were played out to make our trip as comfortable, convenient, memorable, and educative as humanly possible. Staff and student worked all day and night, and were constantly at our disposal. This kind of almost royal treatment was totally unexpected.” (Fay Stambuk)

“After a grueling 14-hour flight, it was so wonderful to be met by enormous smiles, outstretched arms and gorgeous, fresh rose garlands for each of us. The excitement and warmth of the EMPI students made arriving in a foreign country halfway around the world feel more inviting than I ever could have imagined. Our initial greeting was only the beginning of our hospitality experience. As I made my way to the bus, I quickly learnt that our guests were in strong opposition to the idea of any of us having to carry our own luggage. The hospitality only increased when we reached EMPI. A delicious hot meal was waiting for us, with kitchen staff eager to fulfill any needs we might have had. Our guesthouse was stocked with more snacks and beverages (and chocolate!) than we could have ever asked for. Our beds were neatly made, with a long stem rose and chocolates on each pillow. It would be easy to confuse these gestures with those found in a luxury hotel, but these services were all completed by students and faculty that were making these accommodations without any compensation other than our gratitude.” (Christine Armour)

“We experienced the communal aspect of Indian culture in the EMPI dorm, since five people had to share each room. The dormitory also had a kitchen, which EMPI had stocked full of complimentary drinks and snacks. People would go out of their way to ensure our comfort and happiness. Rooms and food were always provided for us free of charge, and people worked hard to put together programs for our learning and entertainment. For example, EMPI put on a number of cultural events to celebrate Holi festival, including a dance showcase that featured students. Our group also received a number of gifts from EMPI, who gave us things like saris and sweatsuits. Additionally, a number of students from EMPI accompanied us on our excursions and served as assistants and guides without any expectation of payment. This was especially meaningful since we realized that it was not easy for these students to spend so much time away from their studies, especially since we were told that it was almost time for midterms at EMPI. Regardless, the students never complained or indicated in any way that were overworked or upset. Throughout our entire trip, every Indian person we encountered always seemed genuinely happy to treat us “like gods””. (Jessica Rudis)

“People are very proud of their successes in life in India, and make sure to share this with the public in order to enrich society. This may be the reason that it is hard to find a demoralized person in India. Since everyone feels that they have a unique offering to society, there is less reason to feel that they are inadequate, or being discriminated against by others. One example that illustrates how position within a community can uplift a group was the group of people at EMPI that performed traditional Holi songs for us from the Bihar region of India. The performers were all from the same community that shared a unique song and connection with one another, and all were also cafeteria workers at EMPI. Their pride shown in their voluntary performance showed that they did not feel demoralized or belittled from their status in society… I can not imagine an oppressed group within the U.S. having the same strength and collectivism that the group from Bihar exhibited. They sang and drummed in unison as though they had practiced the songs their whole lives, showing that they were closely bonded with one another.

One aspect of traditional Indian hospitality we learned was the practice of serving the guests first, and then waiting for an invitation from the guests to join them in feasting. I know that I was very confused during our first few meals in India, not knowing why were being watched eating, and wondering why they themselves are not having breakfast. We later learned of the custom, and were eager to make up for our lack of appreciation. During our third day at EMPI, and second morning, we took part in the meal preparation and serving. We saw what it was like to prepare traditional foods such as chai tea and puri which we ate for breakfast, and felt what it was like to have to wait to be invited to start eating.” (Casey Brennan)

“EMPI was like a city on its own, and within that city, the college students had their own culture. They trained, studied, and ate together, barely ever needing to leave their campus. Their classes, which they have 34 per semester, go from 8 a.m. (after physical training of course) until 7-8 p.m. at night. They also, only received Thursdays off during the week. This is said to emulate the demanding schedule of a corporate life. While we were there, however, a handful of students halted their schedules and gave us an overview of Indian culture. There were puppet shows, monkey charmers, and fire eaters. The college students also put on a cultural performance, which involved songs, dances, and plays. The songs were from several different provinces in India, both old and new, while the dances were primarily traditional dances depicting certain events (mythological or pastoral), similar with the plays. We also experienced Holi while w were at the campus. Throughout all the paint, music, and dancing, we also visited the houses of important people on campus, blessing them on the forehead with paints and receiving various sweets in return. Personally, I feel the culture of the EMPI campus was the most distinct out of all the college campuses.” (Alex Jette)

“What struck me the most was the degree to which familial obligations impact an individual’s future. Many of the female students at EMPI expressed the importance of doing well in school in order to please their parents. Additionally, they conveyed to us that their parents often called numerous times prior to an exam to ensure that they were studying. This sense of concern is odd from a Western standpoint due to the fact that students are expected to take it upon themselves to attend class and be prepared rather than relying on parental guidance and instruction. These disparate interpretations of responsibility are directly corrected to a country’s cultural context.” (Lauren Marashio)

“When speaking with the EMPI female students, I learnt that Indians are every family oriented. Specifically, the students spoke of their parents’ wish for them to first be successful in a career, and then gain success in family life through marriage and children. While further speaking with these students, I learned that their parents support them financially until they have a job in which they can support themselves. While I learned about the ideals of the Indian students, I also experienced the very vibrant Indian culture. Particularly on the second day in India, EMPI students introduced us to Indian songs, dances, and skits through a spectacular culture show. For instance, we watched the female EMPI students graciously dance to Indian love music as they were dressed in rich colors and elaborate jewelry. Through these dances, I learned that Indian dance is not just about elaborate movement and beat, but also about drama. Specifically, the dancers would change their facial expressions to act as though they were actors as well as dancers. Moreover, in terms of the singing, I learned that Indian entertainment has an overwhelming love theme to it as male EMPI students sang songs about love and missing one’s loved one. While the dancing and singing introduced us to the Indian entertainment industry, the students’ skits introduced us to Indian religion. For instance, a group of four EMPI male students acted a scene related to Holi, a popular Hindu spring festival.

Through experiencing the various artistic performances, I was able to form a better sense of the culture as I learned that Indian society is one full of love, celebration, vibrant colors, and elaborate jewelry, and religion and spirituality. I have learned to wholeheartedly appreciate all that Indian culture is about after seeing the richness and dedication of the Indian people – they are truly a remarkable group of people with a remarkable way of life. As the EMPI culture show briefly introduced us to the Holi celebrations, we were intensely introduced to the holiday and its festivities on our third day in India. Particularly on that day, March 4, 2007, we woke up early, did yoga, ate a traditional Indian breakfast, and began the festival of colors. While celebrating the festival of colors, we were each given handfuls of colored throwing powder, water, and watercolors. I was, at first, hesitant when an Indian student told me that I had to throw the powder, water, and watercolors on my fellow classmates, professors, the Indian students, the Indian professors, and the college staff members; however, my hesitation eventually wore off as I was bombarded with people throwing the water and colors at me.

As I celebrated with the Indian students, I came to understand how celebratory the Indian culture is and how they live a life very much unlike the American way of life. Specifically, after the Holi celebration, I tried to compare the celebration to an American holiday celebration; as I did so, I could not think of any holiday that stressed the importance of fun and freewill as much as the Holi celebrations. For instance, I thought about the fun with Easter egg hunts at Easter, the fun of trick-or-treating at Holloween, and the fun of opening presents on Christmas. However, none of these experiences are as celebratory and family-filled as the Holi celebrations that I experienced.

Although the experiences of the EMPI students gave us profuse information as to how Indian parents can influence women in leadership, the two women panel discussion at EMPI gave us a broad perspective into the lack of gender equalities in the Indian society. Particularly, in this discussion, two women leaders, Asha Goyal and Dr. Uma Nambiar, spoke of their lives and the paths they endured to attain their position of self esteem.” (Nicole Field)

“It is easy to train people to be hospitable during a convention and to show what to do and what not to do, but this type of hospitality was a lifelong training. We were just 18 ordinary girls coming from a good women’s college, intelligent and hard working, the treatment we received I felt was meant for a President’s delegation of the most important people in the country. I remember thinking to myself that it was only the beginning, everyone puts on a good show to impress, but when this was the case throughout, I understood that it was part of culture, and hospitality was a virtue.

Asha Goyal, who was my most inspirational speaker in India, was a Vice President of quality at IBM India Global Services. She was influential in many aspects, a VP at IBM, a woman with strong family ties, very intelligent, but most of all very honest and realistic. Her speech was one where she did not show off her multiple talents and achievements, but she tried to show how it is done, and she showed us some of the ways that we can succeed and even in the US…. The main point was to be persistent and put forth a lot of energy in everything you do. This is important to see the culture aspect of it, because I believe that since very young Indian children are taught that to gain anything in life is to work hard, and by working hard, and some support, anything is achievable. This is closely linked with the college students that we met that studied so hard and for long hours, to gain an education, complete, and as a result get a good job. At times during the trip, it was so hard for me to believe that some of the people that were assisting us could just go crash and rest, but no their goal was to take good care of the guests and they carried their goal to the end….

Another exceptional woman leader was Dr. Uma Nambiar; she was the head of the Delhi hospital, and a neurologist. Not everyday can one meet a woman neurologist, and it is harder to meet one that is highly recognized. Dr. Nambiar was not just an exceptional leader because of her knowledge and medical terms, but she also had a great personality, she was independent and she was family oriented. The aspect of culture she mentioned the most was her upbringings, of how her parents never differentiated between her and her brother, just because she was a girl. She mentioned that her parents and the rest of her family taught her that there were no differences between what men can do and what women can achieve. She said that the first time that she was ever approached the question about being a woman in her field was in the US. Dr. Nambiar also mentioned that when she leads at her hospital she does not look at gender as a difference, and she attributes that to the culture of her family.” (Jona Muhameti)