India’s size and variety are an ideal platform to try new models of education that would help us take the lead in the 21st century. Let’s dare to move ahead as the future of our children and country is at stake, says Sudhakar Ram.
It is, in fact, nothing short of a miracle that
the modern methods of instruction have not entirely strangled the holy curiosity of inquiry.
ALBERT EINSTEIN
NOBODY can argue that the world has changed dramatically in recent years, and continues to change with amazing speed. Yet, we have not changed the basic approach to educating our children for the past 200 years.
Think about the changes our children will face before they retire from the working world in 60 years. Will our current approach to education be adequate to equip these children to face the emerging world? Can we continue with our assembly-line approach to teaching our children, rather than acknowledging and nurturing the unique gifts and talents that each one of them represents? Should education be restricted, primarily, to the first 20 years of our lives? Or should the focus shift to life-long learning?Alvin Toffler, in ‘The Third Wave’, describes mass education as being built on the Industrial Age factory model to teach basic reading, writing and arithmetic, a bit of history and other subjects — the overt curriculum. Beneath it was the covert curriculum that was far more basic. It consisted of three courses — punctuality, obedience and repetitive work — the basic training requirements to produce reliable, productive factory workers. Will the 21st century world require just these capabilities?
Howard Gardner’s Project Zero at Harvard discovered that up to age four, almost all children are at genius level, in terms of the multiple frames of intelligence — spatial, kinesthetic, musical, interpersonal, mathematical, intrapersonal, and linguistic. But by age 20, the genius level proportion of the tested population dropped to 2%. We are educating the intelligence out of our children. Instead, we need to nurture and develop the multiple frames of intelligence within our schools and colleges. We need to fuel imagination, which Einstein said is more important than knowledge.
The current system of education — both at the school and university level — assumes that a finite amount of ‘knowledge’ is available. The emphasis is on cramming as much of this knowledge as possible into the available years of education. But this paradigm does not work for the 21st century; the quantum of knowledge has become so vast that it would take several lifetimes even to master a single discipline. What we need is children learning how to learn and provide facilities for life-long, just-in-time learning.
In our era of super-specialiSation, we’re developing groups of people who understand their own fields extremely well, but tend to be challenged when it comes to communicating and integrating with groups in other disciplines. Everyday people tend to think we don’t have the ability — or even the right — to understand, let alone challenge, the specialists. In this quest for ‘know-how’ we are losing the ‘know-what’ — the meaning and purpose of life, the context for applying all this knowledge. Our rapid depletion of Earth’s resources may well be due to an emphasis on technology or know-how, rather than wisdom — deciding whether it is the right thing for us as humanity.
The challenges in India are even more acute. Of the 200+ million children of school going age, 35% drop out after primary school and another 50% after upper primary. Of the 20 million youth of graduating age, only around three million actually make it through college, and less than 500,000 are deemed employable. We have an urgent need to rethink education on many fronts.
FIRST, we need to nurture love for learning in primary schools. There are well-researched systems — like the Montessori Method — that are completely child-centred and make the learning process joyful and effective. Newer methods of teaching can combine video-based learning with teacher-facilitated games that develop the child’s natural talents. Primary schools should equip children with basic life skills — reading, writing, arithmetic, environmental science, health and hygiene and social/inter-personal skills.
Second, the focus of upper primary schools should be (a) to teach kids how to learn and (b) to support them discover their natural aptitude. It is critical to offer a good grounding in the scientific approach to learning. Learning should go beyond knowing facts and figures. Children need to be shown how to be selfaware, and to examine their own lives: their life stages, life purpose.
Third, high school curricula should focus more on building concrete skills and capabilities in multiple disciplines, rather than stressing exam results. For example, a team could take on the design, construction and installation of solar-based power systems in their own schools — addressing the technical, financial and social aspects of the project — under expert guidance. Another team could focus on reducing child abuse in their local area. In the process, teams would understand the theoretical constructs and develop the critical thinking skills needed.
Fourth, universities of the future should offer life-long learning modules that allow people to acquire knowledge just when they need it. Given the need for organisations to continually learn and evolve, we need to change work patterns to combine learning and working — for instance, by having a four-day work week with another day or two a week devoted to learning and experimenting with new ideas. University professors should be encouraged to pursue research in multiple disciplines and to act as facilitators in their students’ learning process. Practitioners from industry should be encouraged to act as guides and mentors to students taking on specific courses.
Education is a pressing problem across the globe. However, the challenges in India are so great that it presents us with the greatest opportunity to innovate. Our size and variety are an ideal platform to try many new models of education that would help us take the lead in the 21st century. It is up to us as parents and educators to make this shift happen. Let’s have the courage to move ahead — the future of our children and our country is at stake.
Long live the earth.
(The author is CMD of Mastek)
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