Education: The issue of mentality<\/p>\n
Simon Marcus Gower, St. Laurensia School, Tangerang, Banten<\/p>\n
The education system in Indonesia has been the recipient of
\nmuch bad publicity. In such a squall of reproachful and negative
\nscrutiny of how the country manages its education it is all too
\neasy for the finger pointing to begin and scapegoats to be
\nfoisted to the forefront for public ignominy.<\/p>\n
There may be certain mitigating factors that can be reasoned
\nout as understandably negative influences on the country's
\neducation and it is right to scrutinize such factors. But
\neducators themselves should possess sufficient self-discipline
\nand introspection to consider to what degree they are
\nindividually responsible for the state of nation's education as
\nit currently stands.<\/p>\n
True, there are real financial restrictions that take their
\ntoll and many schools are stricken with inadequate facilities.
\nEven the simplest of necessities -- adequate classroom space --
\ncan be challenging to under-funded schools that end up with over-
\ncrowded classrooms that afford no possibility of real individual
\nattention to be paid to students.<\/p>\n
There may also be inadequacies in the qualities of education
\npolicy-makers who feel little incentive to apply themselves
\ntowards real change for the better in education. They may not
\npossess sufficient passion and drive to change their perception
\nof education. It seems that many people inappropriately, and in
\nan utterly unsupportable fashion, see education as an onerous
\nobligation rather than a great gift and honor. Many seem to
\nconstrue education as a drain on resources as opposed to a great
\npotential source of new resources.<\/p>\n
Others still regrettably look upon education with a painful
\nshort sightedness that can only preclude prospects for real
\ngrowth and development of a better system.<\/p>\n
Arguments may reign as to the relative value of improving
\nteacher welfare or targeting the quality of teachers and their
\nteaching skills but the two ultimately have to go hand-in-hand.
\nWelfare will increase as quality increases and vice-versa.<\/p>\n
Problems of the curricula may also impinge, as critics uphold
\nthat the centralized, government originated curricula constrain
\nand confine true curriculum development. Those charged with
\nresponsibility for such curricula work are a relatively select
\nfew for whom the \"top down\" mentality of telling people what to
\ndo and expecting them to follow is a normative condition.<\/p>\n
Here, then, probably lies much of the problem for education
\nand educators in Indonesia -- a problem of mentality. But not
\nmerely mentality at the top of an overly centralized system; it
\nextends to a majority of the people engaged in the profession of
\neducation.<\/p>\n
Too often there is a tendency for educators to merely
\npassively follow the directives handed down to them. Too often
\nteachers are willing to passively accept the preset goals that
\nare outlined for them in curricula or in set textbooks. Not
\nenough critical thinking and indeed lateral thinking and
\ninitiative is being exercised that would allow teachers to bring
\nsomething extremely beneficial to the classroom.<\/p>\n
Teachers should possess initiative and the ability to \"think
\noutside of the box\" or more specifically beyond the limits of the
\nrecommended texts. Sadly school students are prone to be
\nrelegated to secondary functions within a school, as the teachers
\nalmost mindlessly follow their required curriculum or hurry to
\nget through the prescribed texts.<\/p>\n
Under these kinds of conditions teachers have left themselves
\nin a mode in which they conform to that depressing and almost
\ncliche notion of \"teaching the book rather than teaching the
\nstudents.\"<\/p>\n
Not only does this pitifully sideline the students but it also
\nlimits the teachers' potential for advancement and their own
\nindividual and original contributions to the betterment of both
\nthe curriculum and education standards generally.<\/p>\n
Teachers should not just be \"filling up\" the students with the
\nrequired, set knowledge to pass exams. They should be leading
\ntheir students to a greater understanding and appreciation of the
\nworld around them. The students in turn, then, should be
\nencouraged to develop their own thinking skills. Stimulating an
\nability to critically examine their world and thence be active
\nand useful contributors and participants in that world.<\/p>\n
Often it seems that students are literally herded into a
\nmentality where they simply follow, do not think, just do as they
\nare instructed and pursue acceptable grades. Endless testing of
\nstudents leads them to concentrate more on cramming their
\nknowledge for their tests and less about actual learning and
\nunderstanding of what they are doing.<\/p>\n
Students need time to learn and teachers should be showing
\nleadership in guiding them towards the best aspects of learning.
\nBut students can get lost in their preparations for tests.<\/p>\n
Much of what they are supposed to have learnt gets washed
\naway, as once they have taken the test they are prone to consign
\nthat learning to the scrap heap as it will be of limited use to
\nthe next test they will take (which will probably be in the next
\nweek or even the next day).<\/p>\n
The weight of oppressive curricula may be to blame here. Too
\nmuch to cover in too little time could be a mitigating factor.
\nObsession with scores and test results and forgetfulness of
\ngenuine learning may also negatively influence.<\/p>\n
But whatever the reasons for these less than desirable
\neducation conditions all of the people involved in education
\nshould pause to think and not simply passively follow. And there
\nare many parties that are complicit in allowing this \"following\"
\nmentality to pervade and not carrying the responsibility of
\nleadership.<\/p>\n
From the policy-makers and curricula designers in government,
\nto school principals and teachers and right on through to the
\nparents of school children -- everybody needs to be active and
\nleading and pushing on the education process. Through shared
\nleadership and responsibility real improvements may be
\nstimulated.<\/p>\n
It requires neither \"top down\" nor \"bottom up\" approaches.
\nNobody should be marginalized or ignored. A circle of friends of
\neducation is required that may work together cooperatively and
\ndemocratically to lead education forward. The need for education
\nis great for all and all should participate in meeting that need.<\/p>",
"url": "https:\/\/jawawa.id\/newsitem\/education-the-issue-of-mentality-1447893297",
"image": ""
},
"sponsor": "Okusi Associates",
"sponsor_url": "https:\/\/okusiassociates.com"
}