Education needs human touch<\/p>\n
Simon Marcus Gower, Director, Research and Development,
\nHarapan Bangsa School, Tangerang, Banten<\/p>\n
As Indonesia commemorates its National Education Day on May 2,
\nthere are those that would portray education here as lurching
\nfrom crises to crises. The questions that linger over religion in
\nschools, over the apparent need for reform of much of the
\neducation infrastructure, and the persistent fears of moral decay
\nby under performing schools, all suggest a chaotic condition.<\/p>\n
Every nation that seeks the civilizing benefits of a system of
\neducation experiences and must try to overcome such challenges
\nand problems. For education to be of value and relevance it has
\nto be in a state of flux. If education is in stasis, then it
\ntruly is the nursery of chaos and moral decline. It has to reject
\nthe status quo and live in the future tense.<\/p>\n
But there is one critical factor that needs to, that must be
\nmaintained and encouraged to take on the burden and great
\nresponsibilities that are intrinsic to any human endeavor that
\nincorporates ideals of altruism and supporting the needs of
\nothers. The greatest resource that any education institute has is
\nits human resource.<\/p>\n
This is perhaps where education here most needs development.
\nThe teachers, the lecturers, the principals, the university deans
\nneed to be nurtured, supported and encouraged to be real and
\ndeeply committed educators.<\/p>\n
They need to be valued and appreciated for the great gift that
\nthey can give to a nation; but without proper backing they may be
\nleft to become uncommitted, complacent and even become part of
\nthe problem rather than the solution for education.<\/p>\n
It can be easy for teachers to become cynical and under
\ncommitted when and if they are not valued and appreciated. But
\nreal teachers find their own value and appreciation for what they
\ndo. The kind words and compliments of others merely becomes the
\nicing on the cake.<\/p>\n
However real teachers can rarely be molded or created by
\nteacher training colleges. Too often such colleges become centers
\nof extended brainwashing in which real creativity and originality
\nis only marginally allowed to seep through.<\/p>\n
The ever-changing nature of education demands that teachers
\nare people that can handle change. Often, though, teachers that
\nhave been \"run through the mill\" of teacher training end up jaded
\nand divorced from powers of originality and creativity. Often,
\nthe best teachers are born to teaching or graduate to teaching
\nfrom life's great university of experience.<\/p>\n
Personal qualities and characteristics are critical for
\nteachers -- these would include a love of people and a love of
\nknowledge and learning but also the ability to communicate and
\nshare.<\/p>\n
Many countries now suffer from shortfall in the number of
\nqualified teachers they have to supply to their schools. A common
\nresponse to this is to attempt to attract \"non-teachers\" into
\nteaching. This is perhaps a novel approach but it is also
\nentirely valid.<\/p>\n
For example in a school in the United Kingdom the headmaster
\nand his board of governors supported the introduction of people
\n\"returning to education\" to become teachers. Consequently this
\nschool employed a \"new\" teacher of 42 years of age.<\/p>\n
This \"new\" teacher had previously run his own small business
\nand had been a farmer in Scotland. He was employed to teach
\neconomics and geography and he quickly became one of the most
\nliked and respected teachers within the school. His depth of real
\nworld experiences made his classes lively and successful for the
\nstudents who consistently enjoyed higher grades -- not least
\nbecause they were highly motivated by their teacher.<\/p>\n
This \"new\" and untypical teacher was a success because of his
\nexperiences and his character. His character and personality and
\nopenness of mind allowed him to become a real teacher.<\/p>\n
Indonesia commemorates its National Education Day on May 2
\nbecause that was the birth date of a visionary figure for
\nIndonesian education. Soewardi Soerjaningrat envisioned education
\nas a tool of empowerment. Education as a means for students to
\nrealize their own abilities and be given the opportunities to
\nexplore and develop them. Soewardi saw the vital role of the
\nteacher in this scenario and defined it as being one of a guide
\nhelping the students along their own paths to fulfillment.<\/p>\n
His vision, then, was very much one of teaching and educating
\nwith a human touch. Teachers are there to humanely and
\nencouragingly bring out the best in their students. This is a
\nvision that has perhaps been sidelined by too many people in
\neducation in this country.<\/p>\n
Too many educators possess characteristics of stubbornness or
\nwish to exist as dictatorial controllers. It is essential that
\neducators have a deep and abiding human touch to all that they
\ndo. Education should not be about controlling our young people;
\nit should be about altruistically helping them to meet the
\nchallenges of the future.<\/p>\n
If educators in Indonesia can truly aspire to high ideals of
\naltruistic education, we can reach a point where we may truly
\ncelebrate the education day of Indonesia and celebrate successful
\neducation results that will help build this nation.<\/p>",
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"sponsor": "Okusi Associates",
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