This short article is basically aimed at my young friends who are still in pursuit of formal education and are still going to schools and colleges for bettering their life.
As it has been propagated by people that going to schools gives us knowledge, makes us wise, makes us competent and skilled and ultimately the knowledge one acquires frees us all from the miseries of any sort, be it financial, mental, or anything. Going to schools and colleges is an absolutely mandatory part of our life since this is seen as the ultimate resort of prosperity, freedom, peace, happiness, and wellbeing.
Now, let’s see the habitual trend of the students who we think are on their way to great success and happiness.
Almost all of the students have been fed with the piles and piles of crude and stale information in the most boring fashion that makes the learning so constipated and dead. I often ask younger friends if they are happy going to schools and their smugness on their faces tells it all. The radical steps that can be taken are changes in the content of the subjects and its learning environment, interesting ways, and methods of teaching and learning, understanding the interests of pupils rather than imposing the books prescribed by the government, and a whole lot of other things that can be done. However, let’s just narrow down to the only basics of how students are to be equipped in terms of their learning so that their critical faculties can be uncovered in such a manner that they become so wise, responsible, and thinking individuals in life. The silent pandemic nowadays that I have noticed is students have stopped thinking in the real sense. Hence, they believe anything and everything that they see, hear, read on social media or elsewhere. Their thinking faculty of the mind, which is the most important phenomenon, has never been jogged enough by the use of the very equipment Siddhartha Gautam become a Buddha. Inquisitiveness, seeking, being cynical, being absolutely critical must be imparted in the minds of our younger friends.
Let me give you a real example that I have experimented with some of the students doing their graduations. You know, I just for the sake of saying told them that the earthquake will happen in a day or two and all f they buy my words and start to panic. I then told them one more thing how come you just believed what I said? Their reactions to my question were priceless. They thought words coming from the kind of persons like me must be true. So, what just happened here is people find it very comfortable to believe than to be cynical, critical, and seek.
Mostly, students are bored for a lack of interest in the subjects as they have been forced to read. And, we can definitely bring about the interests if we do some little changes in the following aspects.
- Conceptual learning- The real missing part is students are never given clear-cut concepts on any areas of topics before they are taught. This is why maths has been regarded to be the toughest subject by many students. Concepts are like roads that lead to so many different places. Once concepts are imparted effectively, one does not have to bother about the details of every question or problem that arises in the lesson.
- Experiential learning- The biggest tragedy with all of us is only the words are taught in schools these days. Real learning has to happen at the subconscious level of the mind. If you ask a little one reading in grade one- what is the color of a leaf? The answer would be, the color of a leaf is green. However, they don’t know what the leaf and green in the real sense of the term coz they have never been taught by showing or making them feel in reality.
- Why factor- This used to happen with me a lot. I was never told why I was taught what I was taught. but then, I used to keep asking for the reasons until the teacher supplied me with something to quench my thirst. I mean, how can someone be interested if one does not even know its implications, consequences, and inherent objectives? Let’s say someone is teaching “tense” in grammar and we immediately start with its types, structures, and sentence formation. In this course, one never reveals the necessity or its significance of tense in the first place. Impact or consequences assessment has to be mandatory. Students must know why they are being taught the lesson, its objectives, goals, inherent compliance, etc. and they are to happen in the modes and fashion of story-telling. It has been mostly robotic now. Teachers enter the classrooms, ask the students to take out the books, and either start to read them the lesson with some boring explanations or start to make them write answers.