Education: The issue of mentality

Education: The issue of mentality

Simon Marcus Gower, St. Laurensia School, Tangerang, Banten

The education system in Indonesia has been the recipient of
much bad publicity. In such a squall of reproachful and negative
scrutiny of how the country manages its education it is all too
easy for the finger pointing to begin and scapegoats to be
foisted to the forefront for public ignominy.

There may be certain mitigating factors that can be reasoned
out as understandably negative influences on the country's
education and it is right to scrutinize such factors. But
educators themselves should possess sufficient self-discipline
and introspection to consider to what degree they are
individually responsible for the state of nation's education as
it currently stands.

True, there are real financial restrictions that take their
toll and many schools are stricken with inadequate facilities.
Even the simplest of necessities -- adequate classroom space --
can be challenging to under-funded schools that end up with over-
crowded classrooms that afford no possibility of real individual
attention to be paid to students.

There may also be inadequacies in the qualities of education
policy-makers who feel little incentive to apply themselves
towards real change for the better in education. They may not
possess sufficient passion and drive to change their perception
of education. It seems that many people inappropriately, and in
an utterly unsupportable fashion, see education as an onerous
obligation rather than a great gift and honor. Many seem to
construe education as a drain on resources as opposed to a great
potential source of new resources.

Others still regrettably look upon education with a painful
short sightedness that can only preclude prospects for real
growth and development of a better system.

Arguments may reign as to the relative value of improving
teacher welfare or targeting the quality of teachers and their
teaching skills but the two ultimately have to go hand-in-hand.
Welfare will increase as quality increases and vice-versa.

Problems of the curricula may also impinge, as critics uphold
that the centralized, government originated curricula constrain
and confine true curriculum development. Those charged with
responsibility for such curricula work are a relatively select
few for whom the "top down" mentality of telling people what to
do and expecting them to follow is a normative condition.

Here, then, probably lies much of the problem for education
and educators in Indonesia -- a problem of mentality. But not
merely mentality at the top of an overly centralized system; it
extends to a majority of the people engaged in the profession of
education.

Too often there is a tendency for educators to merely
passively follow the directives handed down to them. Too often
teachers are willing to passively accept the preset goals that
are outlined for them in curricula or in set textbooks. Not
enough critical thinking and indeed lateral thinking and
initiative is being exercised that would allow teachers to bring
something extremely beneficial to the classroom.

Teachers should possess initiative and the ability to "think
outside of the box" or more specifically beyond the limits of the
recommended texts. Sadly school students are prone to be
relegated to secondary functions within a school, as the teachers
almost mindlessly follow their required curriculum or hurry to
get through the prescribed texts.

Under these kinds of conditions teachers have left themselves
in a mode in which they conform to that depressing and almost
cliche notion of "teaching the book rather than teaching the
students."

Not only does this pitifully sideline the students but it also
limits the teachers' potential for advancement and their own
individual and original contributions to the betterment of both
the curriculum and education standards generally.

Teachers should not just be "filling up" the students with the
required, set knowledge to pass exams. They should be leading
their students to a greater understanding and appreciation of the
world around them. The students in turn, then, should be
encouraged to develop their own thinking skills. Stimulating an
ability to critically examine their world and thence be active
and useful contributors and participants in that world.

Often it seems that students are literally herded into a
mentality where they simply follow, do not think, just do as they
are instructed and pursue acceptable grades. Endless testing of
students leads them to concentrate more on cramming their
knowledge for their tests and less about actual learning and
understanding of what they are doing.

Students need time to learn and teachers should be showing
leadership in guiding them towards the best aspects of learning.
But students can get lost in their preparations for tests.

Much of what they are supposed to have learnt gets washed
away, as once they have taken the test they are prone to consign
that learning to the scrap heap as it will be of limited use to
the next test they will take (which will probably be in the next
week or even the next day).

The weight of oppressive curricula may be to blame here. Too
much to cover in too little time could be a mitigating factor.
Obsession with scores and test results and forgetfulness of
genuine learning may also negatively influence.

But whatever the reasons for these less than desirable
education conditions all of the people involved in education
should pause to think and not simply passively follow. And there
are many parties that are complicit in allowing this "following"
mentality to pervade and not carrying the responsibility of
leadership.

From the policy-makers and curricula designers in government,
to school principals and teachers and right on through to the
parents of school children -- everybody needs to be active and
leading and pushing on the education process. Through shared
leadership and responsibility real improvements may be
stimulated.

It requires neither "top down" nor "bottom up" approaches.
Nobody should be marginalized or ignored. A circle of friends of
education is required that may work together cooperatively and
democratically to lead education forward. The need for education
is great for all and all should participate in meeting that need.