Have you ever thought about it:
  • Why are our schools such boring places that the children wait for this punishment to get over?
  • Why do the creativity and excitement of the child get killed in the name of the so-called ‘discipline’ or ‘good behavior’?
  • If one purpose of education is to think, reflect, ask questions and seek answers, why are children discouraged to ask questions? Why is the focus on compliance and conformity, not creativity, reflection and critical thinking?
  • Why are the children not allowed to read what they want to read and when they want to read? Why is learning compartmentalised unnaturally into grades, subjects and lessons/ periods?
  • If every child is a unique creation of God, why do the schools expect them to learn (in fact, memorise) the same thing, the same way, and why do they measure them against exactly the same standards?
  • What rights do the schools have to tag the children as ‘slow’ learners or as ‘failures’? And, why does the system see it as a fault of the child, and not that of the school or the educators that they have failed to provide a context where the child can take interest, engage and evolve?
  If you think deeply, you will realise that the whole system of schooling is geared towards matters (uniformity, competition, standardization, grading, conformity and compliance) that are the least important for our children’s upbringing and education, whereas, the most crucial matters (collaboration, cooperation, compassion, gratitude, creativity and critical thinking) get completely ignored!
 
John Taylor Gatto’s article (cf. http://www.wesjones.com/gatto1.htm), though an old one, is still very relevant - it highlights that the real purpose of schooling is not to educate but to create ‘not only a harmless electorate and a servile labor force but also a virtual herd of mindless consumers’.
 

Should we really allow the schools to cripple the creativity and liveliness of our children, thus, limiting their potential to evolve as greater beings and as responsible citizens of the globe?  
 
Disclaimer: I understand that some good practices exist in some small pockets but the above scenario depicts the larger picture.
 
Roshni Kumari, Co Founder, ELLTA

About ELLTA
ELLTA, which stands for Exploring Leadership and Learning Theories in Asia, came into being as a reaction against the pre-dominant assumptions and the tendency to treat most of the theories as if they are universal. It responds to the need to examine/ challenge generalizations related to learning and leadership across cultures and geographical boundaries, between East and West, but of course also between the Eastern contexts.
With an outreach in 70 countries, ELLTA is an academic organisation of credible domain experts drawn from diverse fields and disciplines across the globe (https://www.ellta.org/iab-members/), with the core purpose is to explore, recognize, strengthen, and promote theories (and thereby policies and practices) in Asia in the broader domain of leadership and learning.
www.ellta.org
SXA TTP and AseanAffairs media of T.I.M.E. are KNOWLEDGE PARTNERS of ELLTA.

Comments

  1. K Mohamed Shaffi on January 1, 2018 at 2:50 AM said:
    Good thought, grading is one big ills of the school education system, there are two other points I noticed over the recent times, children in India are sent to school early (when they are 3 years old), next they are made to learn to many things for their age. The syllabus is voluminous. I think the challenge for India is to be able to provide education to all children and then ensure the children don't drop out of school, thus it is important to address the issue from a social dimension, school education system is continuously evolving, changes are being brought in.
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