Schools must fight quick-fix shortcut culture

Schools must fight quick-fix shortcut culture

Iwan Pranoto, Lecturer, Department of Mathematics,
Bandung Institute of Technology (ITB), Bandung

Educational institutions such as schools are influenced by the
values of the community surrounding them. These wider community
values affect school policy and decision making.

In general, since schools serve the community they must adopt
the principles championed by the community.

But this educational practice does not always provide for
sound mental or moral development.

For example, let us imagine that we managed a school in the
Nazi era in Germany. At that time, some groups in the community
promoted values such as racial discrimination and ethnic
supremacy, which were widely accepted by the general community.

Indeed, some religious institutions blessed the weaponry that
was used for ethnic cleansing. If we were there, would we nurture
those values in our school? Of course this is a hypothetical
question, which many would argue has no relevance.

Let us observe our own community. In our community nowadays,
and also in our government, we can observe a pragmatic approach.
Finding a quick solution or the easy way out has become second
nature.

Corruption is one manifestation of this habit, as well as
disregard for the law, and bribery. People try to gain as much
money as possible, with as little effort as possible. Sometimes,
illegal methods are employed in the pursuit of wealth, which is
seen as inconsequential behavior on the part of those who indulge
in it.

It is lamentable that students have a tendency to adopt this
behavioral pattern. Many parents of elementary-school-age
children send them to commercial institutions. There, they are
taught to follow procedure, or perform a task with no instruction
on the thinking process behind it.

Indeed, both children and their parents perceive that answers
are more important than questions. Correct answers are applauded,
while problem solving and creative thinking are not seen to be
important in themselves. This can be observed in parents who
delight in their child's ability to memorize information.

Our electronic media is also responsible for nurturing such
values as well. Game shows and quizzes are designed on the
principle that facts are more worthy than critical thinking.

High school students enrolled in commercial institutions
indulge in the same behavior. Many do not care if they do not
understand as long as they pass at the end of the year. Rote
learning is also employed to pass the state university entrance
examination.

Students often memorize tricks to help them attack problems on
the entrance test. Institutions actually teach these tricks, and
students across the country have become skilled in rote learning.
This is more proof of the value that our community places on
quick solutions rather than intelligent reasoning.

In effect, most high school students regard those commercial
institutions as more valuable than their schools. This implies
that students view school as the formal place to obtain a
diploma, but they consider that out-of-school institutions, where
they are trained in rote-skills, are more valuable.

So, what direction should Indonesian schools take in
addressing the above situation? Should they please the community
by providing the kind of training that is perceived to be useful?
Schools providing this type of education would certainly be
widely acclaimed.

But, if we closely observe the effects that such teaching
methods have on the minds of our children we might be encouraged
to take action.

I strongly believe that educational institutions in Indonesia
are willing to fight for a better education for their students.
We must engage in a silent war against the teaching of such
negative values.