System analysis: Learning, in the scheme of things
The art of learning is a complex and theoretical field in itself … countless educators have been trained within a set structure of how education should be, how molded it could be, and perhaps just how rigid the education system is.
These debates have been going on for quite some time now. Almost as if, there is planned chaos to gear towards a new order. Or it could all be just a deluded fallacy. Why? Because the system assumes that learning is coherent only within the educational system. The facts state otherwise.
Children, adolescents, youths and adults are born with brains, everyday is a learning experience — more so for those who think for themselves. The ‘system’ is merely an additional tool, the equation is the other way around. This new order of learning rather than contain us, serves us, the people — humanity.
Where are these debates occurring regarding the state of learning? If one gazes towards the West, in the UK there is fury and uproar about one educational policy or another, at some point in time. Though, this shouldn’t be necessarily seen as a negative aspect, the people attempt to mold the system, and that can only be a good thing.
Nonetheless, let us consider who really matters in this. The children, the students, our future generations … How are they learning today? This is a bold question, because a mistake in the answer can have repercussions. Nowadays, it is difficult to veer past the hypocrisy of modern pastoral care. On the one hand, it is encouraged to make a mistake (in theory), and God help you if you do (in practice).
With such mixed messages, the educational system is intent on confusing the children and gleefully getting a sad kick out of it.
Would it really take so much to ‘allow’ a child who has difficulty writing to spell a few words wrong and write slowly, meanwhile encouraging them on their progress, rather than penalising them with detentions.
Such an approach, where children, and let us be honest, they are children, are comfortably allowed to learn and in the process make a few mistakes in their learning curve, would serve well in developing confident and well-rounded future leaders.
Thinking for oneself, too, is a vital lifelong skill. A skill, too often, overshadowed in the modern schema of dogmatic facts and absolute authority in the classroom. The classroom, at times, serves as a power struggle between the educator and the students.
It should be a collaborative effort in the learning journey. Let children think for themselves, let them explore and reach their conclusions, and give them the breathing space to do so. One might never know, the educator may also learn a thing or two.
The educational system is not a plastic tray to mould future generations like rigid ice cubes, rather it is a guiding transition, and a supportive one too. Keeping this in mind, that they are children, let them be and help them in their learning. For it could be that tomorrow they may know far more than us.
The writer is an artist, poet, mentor and educational practitioner.