Learn-Unlearn

I am not the kind that subscribes to the concept of tutorials beyond school hours or outside of its boundaries. I believe that schools must be equipped enough to address the learning and educational needs of every child and her/his aspirations. It it does not, then either the system needs a close examination or, we, as a society must be less judgemental of our children. Of course, one might even argue that the school years are not the time to decide on the future course of life, but it certainly is the time that interests are honed, talents discovered and, sometimes, enthusiasm and passions, nipped at the bud. 

There is no ‘one-size-fits-all’ when it comes to learning; each subject requires a different approach, just as each student demands a different method. For instance, studying a language in a group helps - imagine the many interpretations to the lines in a poem, the harnessing of imagination and the power of group think. This would apply to most subjects that are better grasped by a debate, an exploration from different points of view - political science, history, ethics, being a few such. However, I believe, that a subject such as mathematics is best learnt in solitude. Much like music, the nuances of the various concepts appeal differently to each receptor of the subject. To expect a diverse class to understand the topics in equal measure would be doing injustice, both, to the learner as well as the subject. Each student will be creative enough to device different methods to understand and discover the wonders of the subject. Remember the various acronyms we designed to understand trigonometric formulae?

(Srinivas Ramanujam was largely self-taught).

Tutorials are very popular in India. Most children in their high school years have schedules that would embarrass the CEO of a company! Personal desires and parental aspirations put a lot of burden on their tender shoulders. These children grow in a society that hasn’t yet rid itself of it’s stereotypical approaches to career choices - a student of the sciences is smarter than a student of humanities. What we inadvertently overlook is that the World they would step into to make a career, build a life and earn a living, is very dynamic. With limited resources that are depleting quickly, and a population that is bursting at its seams, these children will face challenges and circumstances that we may not be able to imagine, but have certainly contributed to.

I knew a teacher who was lost without her notes; this despite teaching the same subject year on year. I also know of another teacher, who teaches from his vast readings and research, understanding, experiences and passion for the subject. In one class I always needed to take notes on paper; in the other I never needed to since the process was so organic! 

The two could be placed on either end of a spectrum - one end where the learning is only as superficial as the teaching and the other end where the depths of the subject are discovered through learning and guidance. 

Unfortunately, our system lays an emphasis on the educational qualifications of a teacher, but fails to recognise the very essential qualification called ‘passion’!

The focus of education must be to create learners, individuals who value wisdom over grades. For this to happen, we must create the right environment at homes, in schools and in society. We need to grow up, become more mature in our perception of education and view the process with equanimity. What we need is an effective disruption in our system!

(Einstein and Edison were both home schooled).