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.