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.