Schools need to nurtur respect for people, place

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.