By For over two decades, I taught math, history, and English, and my days were filled with greeting students, the smell of chalk, and guiding young minds. My teaching career had a predictable rhythm of terms, holidays, and parent-teacher meetings. I didn’t think much about finance, other than my pension and savings, as it wasn’t something I ever planned to foray into.
Then I heard about Bitcoin, Ethereum, and blockchain. At first, these words sounded like science fiction. I thought it was a new thing for tech people and those who like taking financial risks. Like many others, I dismissed it as a gamble that didn’t fit into my world. My classroom was about facts, logic, and learning slowly, not using risky digital assets.
But, more and more people started talking about it. Younger friends who knew about technology mentioned it, and then I talked to my cousin, Aniket Warty, the founder of ZenX; he’s someone I admire, and I go to him for advice. It wasn’t just about making money, he insisted; it was about a fundamental shift in how the world could operate better, with a decentralized, transparent, and permissionless society… a future – free from traditional gatekeepers.. As a teacher, I’m always asking why? And, I instantly became curious – what was this digital money, and why were people so excited about it? So, I joined his company, ZenX.
When I started learning about cryptocurrency, I felt totally lost. It was like learning a new language full of acronyms: DeFi, NFTs, and things like immutable ledgers and cryptographic hashes. I missed my organized lesson plans and felt lost in whitepapers and Reddit threads. I even missed the simplicity of mathematical equations or clear historical events.
But I used the same way, I taught students to understand difficult texts. I watched many YouTube videos, read guides for beginners, and slowly started to understand. The concept of a decentralized, unchangeable public ledger – the blockchain – clicked. It wasn’t just digital money; it was a new way of organizing information, of creating trust without intermediaries. The “aha!” moment wasn’t about potential riches; it was about the profound technological and philosophical implications.
Now, even after a couple of years, I’m not a crypto expert. The market is still volatile, and there’s still so much to learn, but my view has evolved a lot. I’m talking about tokenomics with the same passion as I had for discussing the causes of the French Revolution. From studying language to checking smart contracts, learning about this is exciting.
Just the classroom has changed – now, my students and fellow instructors are online communities, and blog readers. But my love for learning and finding new ways to think remains unchanged. Leaving the classroom for the blockchain was unplanned, but it has shown me a future that’s more active and decentralized than I ever thought possible when I was in my old staffroom. And for a teacher, what could be better than a lesson that never ends?
As someone who enjoys making notes and sharing them with my students, I am now attempting to write my first blog as part of a series, “Fun with Tokenomics.” I hope to create with the same enthusiasm I have always shown for my curious students – aimed at helping beginners embark on this journey.
So, I’ve started with a blog series called “Fun With Tokenomics”, and here’s the link to the first blog post.
