Schools need to nurtur respect for people, place

Simon Marcus Gower, Executive Principal, High/Scope Indonesia School, Jakarta

The value of a school as a social entity, as a "people place" seems to be regrettably only occasionally recognized in Indonesia. Often the notion of providing a "formal education" is applied excessively. Often educators apply such rigid formality that it becomes obsessive; so obsessive indeed that there is an underlying theme of authoritarianism, hierarchy and protocol that leaves school children regimented rather more like army soldiers than learning students.

This type of rigid formality also creates a predicament in which hope of developing social skills, a sense of social responsibility and a sense of self and self-worth is trampled on by the heavy demands to conform. Essentially students can end up feeling as though they are not being treated with respect as human beings, as people, and so they may follow this pattern of not being respectful and caring of others.

Among the most profound and valid qualities of being human, and developing as a thoughtful and caring individual through schooling, are the sense of independence, sense of self-respect and respect for others. This means that through attending school (a social entity) children should be able to grow and appreciate how they may relate to others and in turn understand themselves. They should be able to value themselves but not at the expense or denigration of others and they should see how they ought to relate to others.

Often, though, students do not get the opportunity to develop self-worth and simultaneously they do not develop appreciation and respect for others. The quite basic and simple example of politeness illustrates this point. When visiting schools, it should be possible to consistently encounter politeness that is evidently well learnt and well taught. However, quite often a small thing like holding a door open for the following person is rarely achieved by Indonesian students. Similarly, the small politeness of saying thank you when receiving a handout from a teacher is rarely observed.

Things like this may seem like a small politeness but they add up and amount to accepted and appropriate recognition of the other person and respect for the fellow human being. This kind of respect really must extend to the peer group. Where there is some disrespect toward the teacher it can perhaps be understood (but not really forgiven) as the student may not consider the teacher a peer or "one of the group". But even in the peer group students consistently show disrespect towards one another.

Regularly students will borrow each others pens, pencils or erasers without so much as a thought for "please" or "thank you"; again, a small thing but a good habit to have nonetheless. Also, in the event of a student being absent his or her colleagues will rarely think of collecting any handout on his or her behalf. Even when encouraged to by the teacher, students will consistently insist that the absent student will have to catch-up for him/herself; a seeming complete disregard for peers.

The system of education also creates an environment in which cooperation is not necessarily encouraged. An obsession with scores and being well placed in the "league table" of the class creates a competitiveness that can be malicious unless controlled. There is nothing wrong with competitiveness per se but without proper guidance students may misconstrue their fellows as opponents and even enemies and this creates negative interactions.

A leading American educator Ron Ikin noted that "schools are people places and it is the people and their actions and attitudes which are remembered long after the curriculum, the tests, the Minister of the Department (of Education) are forgotten." In this sense a major component of schools in Indonesia may be seen as being neglected. One of the highest ideals of a school is its social significance but unless that social value is cultivated and a sense of social responsibility nurtured in students an important ingredient of a good education is lost.

Self-knowledge and worth grows through knowledge of and valuing others. An understanding of the individual and the community in which the individual exists helps build both the self and others. Schools can and should be central in developing this kind of social interest. Where there is a lack of social interest there is scope for the growth of anti-social behavior which may leave people to emerge as selfish, negligent, prone to criminality, neurotic and even psychotic in their responses to society.

Schools must surely be dedicated to helping create both educated and civilized people. They cannot be short-sighted in merely focusing on grades and scoring systems and endless testing. There has to be an accompanying goal of progress and enlightenment that allows school graduates to become benefits to society rather than potential liabilities.

People need to be able to reflect on and appreciate both their individual liberty but also their shared liberty. Pride and respect for each other should be placed high upon the agenda of all schools and this means that teachers exemplify this standard in all that they do with their students. Teachers need to be able to show appreciation and value of the person that is each and every student. This means that teachers need to be respectful and polite in their interactions with students.

Again, a seemingly small but significant example illustrates the point. Teachers will consistently order students to clean the classroom board for them. It is an order not a request but it could so easily be a request. It could be a request, politely made, and once the task is done thanks could be offered. The example is given by the teacher and this gives leadership for students and intrinsically gives respect and value to the students.

The aim of schools nurturing respect and value for people and place may seem like a high ideal and yet it can so easily be achieved. Through the cumulative affect of small but very human interactions school students can learn to be both sociable and socially responsible and caring.

Modern and truly progressive education links intellectual and social development in a way that requires communal growth. Education then becomes about improving the lives of people and helping communities and leaving the world better than it was before. Intellectual development informed and guided by social betterment.

The opinions expressed above are personal.