Creativity and practicality needed in schools

Creativity and practicality needed in schools

Simon Marcus Gower
Executive Principal
High/Scope Indonesia
Jakarta

Imagine the scene, a classroom full of students. Each one of
them looks completely bored, some are yawning, one or two are
even enjoying an early afternoon nap. The teacher either sits at
her desk or occasionally rises to the board to write up some
detail or other that she considers important, but few of the
students bother to make a note and they are not instructed to
either.

This sleepy, uninspiring scene was observed in a Jakarta
junior high school and can probably be observed often and in many
different locations. Perhaps we should expect some boredom or
laziness from students some of the time but too often students
here are left uninspired and even depressed by their experiences
in school. The scene described above is doubly disappointing
because of the subject that the students were supposed to be
studying. The study of life and living things -- biology -- was
being presented in a lifeless manner. Surely a pitiable
contradiction is in evidence here.

The development of education in Indonesia to-date does seem to
have progressed too heavily along theoretical lines and so limits
the extent of practical application, and relevance, for the
students in their day-to-day lives. Too often the learning that
occurs in schools here is trivialized to the point where it
cannot be seen by students as something that is valuable and
useful for them. Instead, too often, any learning that does occur
is founded, (or perhaps more accurately, is floundering), in the
notion that this knowledge must be maintained simply and solely
to pass school tests.

This type of attitude does not provide the opportunity for
students to really come to value what they are learning of and
indeed, come to love the process of learning. Essentially, for
them attending school is a chore and a bore; an inconvenience
rather than a life giving and inspiring experience that might
lead them to realize and maximize themselves.

Across the curriculum there is the constant danger that
students can be weighed down and demoralized by excessive theory.
A student commenting on her computer class noted, "we spend about
50 percent of our time reading about computers from books and so
I think we don't have enough time really using the computers."

Thinking of his chemistry class another student observed, "we
sit in the classroom and read about all the chemical compounds,
combinations and reactions but I don't really understand what it
all means."

And finally a student looking at her English class commented
that she has to, "learn all these rules of grammar and memorize
vocabulary but I just feel confused and bored."

Each of the subjects commented are, or at least should be,
practical subjects. Quite likely, each of the teachers involved
is following their respective prescribed textbooks and feels that
they must, almost religiously, stick to the material identified
within their syllabus.

As the above student comments reflect, this is probably not
providing for successful learning. Being practical subjects --
studying use of computers requires plenty of hands-on experience
of using computers.

A science subject such as chemistry requires that students
actually do lab work to see those chemical reactions and create
those chemical compounds. And, of course, English is a language
and as such is a tool we humans use, so students cannot just
study its theory but need to practice it orally and in writing
tasks.

A good and successful learning experience is one that is
stimulating and even enjoyable, but school life is neither
stimulating or enjoyable for many students. The emphasis that is
placed upon theory makes for mundane learning encounters.

Theory itself can hold little fascination for students, it is
only when the theory can be seen to be applied and used that it
comes alive. Learning by doing is a much more lasting and useful
experience. Once a student has been able to truly experience and
observe the practical reality, facts and knowledge can be more
easily retained and valued personally by the student as part of
their life experience; enriching and embellishing their intellect
and character.

For too many Indonesian students learning is, in effect, left
behind once they leave the classroom or the school premises. This
again seems to reiterate the point that so many students see
school as an arduous chore. They are obliged to sit and listen
and follow in a near mindless way whilst they are in school, but
once the bell rings for recess or time to go home they are free
and the burden (and boredom) of learning can be left behind.

Yet learning can go beyond the classroom and teachers and
schools should be inventive and creative enough to stimulate
students to see learning as a vital and enjoyable part of their
lives. Relatively simple projects can create both stimuli and
creative and critical thinking tasks for students and these do
not have to be expensive or demanding on facilities.

Developing countries have been able to enter into these kinds
of innovative educational programs and so there is no reason why
Indonesia cannot also enjoy greater development of this kind. For
example, in Brazil many high schools now teach ecology in an
highly practical and hands-on way.

Students actually go into the Brazilian rainforest to take
samples and observe how the ecology of the forests is changing
with increased pollution and deforestation. Also, students learn
of environmental and economic issues by entering into recycling
programs and waste management that allows them to grow plants
that they can then sell as a business enterprise.

These kinds of hands-on practical experiences give students
far more depth of understanding and they constitute lasting
learning experiences that are relevant and valuable for the
modern age.

Giving students opportunities to exercise their intellects in
imaginative and potentially creative tasks, that may include
problem-solving, will always prove more stimulating and memorable
and will ultimately motivate students in their schooling.

Schools across Indonesia should all try to increase the
practicality of the education they offer. With greater
practicality education can become both more useful and successful
in our competitive 21st century age.