Creativity and practicality needed in schools<\/p>\n
Simon Marcus Gower
\nExecutive Principal
\nHigh\/Scope Indonesia
\nJakarta<\/p>\n
Imagine the scene, a classroom full of students. Each one of
\nthem looks completely bored, some are yawning, one or two are
\neven enjoying an early afternoon nap. The teacher either sits at
\nher desk or occasionally rises to the board to write up some
\ndetail or other that she considers important, but few of the
\nstudents bother to make a note and they are not instructed to
\neither.<\/p>\n
This sleepy, uninspiring scene was observed in a Jakarta
\njunior high school and can probably be observed often and in many
\ndifferent locations. Perhaps we should expect some boredom or
\nlaziness from students some of the time but too often students
\nhere are left uninspired and even depressed by their experiences
\nin school. The scene described above is doubly disappointing
\nbecause of the subject that the students were supposed to be
\nstudying. The study of life and living things -- biology -- was
\nbeing presented in a lifeless manner. Surely a pitiable
\ncontradiction is in evidence here.<\/p>\n
The development of education in Indonesia to-date does seem to
\nhave progressed too heavily along theoretical lines and so limits
\nthe extent of practical application, and relevance, for the
\nstudents in their day-to-day lives. Too often the learning that
\noccurs in schools here is trivialized to the point where it
\ncannot be seen by students as something that is valuable and
\nuseful for them. Instead, too often, any learning that does occur
\nis founded, (or perhaps more accurately, is floundering), in the
\nnotion that this knowledge must be maintained simply and solely
\nto pass school tests.<\/p>\n
This type of attitude does not provide the opportunity for
\nstudents to really come to value what they are learning of and
\nindeed, come to love the process of learning. Essentially, for
\nthem attending school is a chore and a bore; an inconvenience
\nrather than a life giving and inspiring experience that might
\nlead them to realize and maximize themselves.<\/p>\n
Across the curriculum there is the constant danger that
\nstudents can be weighed down and demoralized by excessive theory.
\nA student commenting on her computer class noted, "we spend about
\n50 percent of our time reading about computers from books and so
\nI think we don't have enough time really using the computers."<\/p>\n
Thinking of his chemistry class another student observed, "we
\nsit in the classroom and read about all the chemical compounds,
\ncombinations and reactions but I don't really understand what it
\nall means."<\/p>\n
And finally a student looking at her English class commented
\nthat she has to, "learn all these rules of grammar and memorize
\nvocabulary but I just feel confused and bored."<\/p>\n
Each of the subjects commented are, or at least should be,
\npractical subjects. Quite likely, each of the teachers involved
\nis following their respective prescribed textbooks and feels that
\nthey must, almost religiously, stick to the material identified
\nwithin their syllabus.<\/p>\n
As the above student comments reflect, this is probably not
\nproviding for successful learning. Being practical subjects --
\nstudying use of computers requires plenty of hands-on experience
\nof using computers.<\/p>\n
A science subject such as chemistry requires that students
\nactually do lab work to see those chemical reactions and create
\nthose chemical compounds. And, of course, English is a language
\nand as such is a tool we humans use, so students cannot just
\nstudy its theory but need to practice it orally and in writing
\ntasks.<\/p>\n
A good and successful learning experience is one that is
\nstimulating and even enjoyable, but school life is neither
\nstimulating or enjoyable for many students. The emphasis that is
\nplaced upon theory makes for mundane learning encounters.<\/p>\n
Theory itself can hold little fascination for students, it is
\nonly when the theory can be seen to be applied and used that it
\ncomes alive. Learning by doing is a much more lasting and useful
\nexperience. Once a student has been able to truly experience and
\nobserve the practical reality, facts and knowledge can be more
\neasily retained and valued personally by the student as part of
\ntheir life experience; enriching and embellishing their intellect
\nand character.<\/p>\n
For too many Indonesian students learning is, in effect, left
\nbehind once they leave the classroom or the school premises. This
\nagain seems to reiterate the point that so many students see
\nschool as an arduous chore. They are obliged to sit and listen
\nand follow in a near mindless way whilst they are in school, but
\nonce the bell rings for recess or time to go home they are free
\nand the burden (and boredom) of learning can be left behind.<\/p>\n
Yet learning can go beyond the classroom and teachers and
\nschools should be inventive and creative enough to stimulate
\nstudents to see learning as a vital and enjoyable part of their
\nlives. Relatively simple projects can create both stimuli and
\ncreative and critical thinking tasks for students and these do
\nnot have to be expensive or demanding on facilities.<\/p>\n
Developing countries have been able to enter into these kinds
\nof innovative educational programs and so there is no reason why
\nIndonesia cannot also enjoy greater development of this kind. For
\nexample, in Brazil many high schools now teach ecology in an
\nhighly practical and hands-on way.<\/p>\n
Students actually go into the Brazilian rainforest to take
\nsamples and observe how the ecology of the forests is changing
\nwith increased pollution and deforestation. Also, students learn
\nof environmental and economic issues by entering into recycling
\nprograms and waste management that allows them to grow plants
\nthat they can then sell as a business enterprise.<\/p>\n
These kinds of hands-on practical experiences give students
\nfar more depth of understanding and they constitute lasting
\nlearning experiences that are relevant and valuable for the
\nmodern age.<\/p>\n
Giving students opportunities to exercise their intellects in
\nimaginative and potentially creative tasks, that may include
\nproblem-solving, will always prove more stimulating and memorable
\nand will ultimately motivate students in their schooling.<\/p>\n
Schools across Indonesia should all try to increase the
\npracticality of the education they offer. With greater
\npracticality education can become both more useful and successful
\nin our competitive 21st century age.<\/p>",
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