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.