Albert Einstein
Karina Soemarwoto
Leiden, The Netherlands
With articles, opinions and other writings that have appeared in The Jakarta Post since National Education Day (May 2) and The Jakarta Post Weekender titled "Education Interrupted", one might reflect back on our education systems and schooling methods.
For a nation with plenty of intelligent citizen, some having acquired awards in international Olympiads, why is there still a widening gap between its development and that of other nations ahead of us? Let's look for a flaw and identity its contribution in forming this gap.
It is not an unfamiliar case when students are required to memorize exact definitions of difficult vocabulary is noted in a specific dictionary when learning a language. Of course it becomes laborious when one comes across yet other unfamiliar terms in a definition, let alone to even consider learning the correct way of using these words in proper sentences of distinguishing connotation from denotation.
Such characteristics of passive learning can still be found today in our education systems. Most obvious in this schooling method is that monotonously, information is provided to be absorbed by students. But does this deliver knowledge? Will it motivate us to think out of the box, will it make us crave more learning and will it get us far in the future? What's the problem?
In passive learning, it becomes the purpose of the teacher to provide the students with information, and the student's responsibility to know it. In contrast, ideally the teacher's aim should be to ensure that students understand the materials taught.
Passive learning is outmoded in many countries, including those that are more developed. Students educated in a passive manner may succeed through harsh competition domestically. But can we ensure that they are fit to compete with those of the more advanced nations as globalization occurs?
The teacher becomes the student's main and almost only source of information as assignments that require research are less commonly given. Thus, students are not trained well enough to find different types of information from various sources, often due to language constrains.
Most of the information that can be found in books, on the Internet and in theses are in English. Did we see it coming? That the instructive teaching methods applied in previous schools (such as the higher dedication to memorizing definitions instead of gaining communication skills) might over the years hinder a nation's development?
The student's process of learning becomes strictly directed at acquiring theory. There is great emphasis put on acquiring facts while the experience of students is not considered as strongly. There is little encouragement in implementing practical assignments from which students acquire operative skills.
For instance, the observing, investigating, analyzing and evaluating of case studies maybe rarely given. Students become less trained in identifying connections between theory that is provided and aspects of real life.
To sum up, there is limited attention paid on teaching students to work independently in collecting information or expressing their own thinking capabilities, as they are consistently guided by the teacher and instructions given. Knowledge is forced upon instead of developed within the minds of the youth. Extremely concerning results would be when creativity and passionate curiosity for learning that could have commenced have subconsciously worn away, and the student's perspective becomes that of the teacher's.
Can evidence be found to see whether these worrying results have struck us? Possibly. Let's take a look back at the global oil crisis of 1973. The Organization of the Petroleum Exporting Countries (OPEC) had drastically raised oil prices.
Some countries had implemented research projects to find possible oil replacements, including Indonesia. When the crisis was over, oil prices fell and Indonesia ended its projects. Others however, such as Brazil, maintained these projects and developed gasohol, after which it became a major producer of it.
Mow it seems that Indonesia is entering a similar cycle with the current rising oil prince and global warming issues. Research projects implemented by Indonesia have varied from different global issues, including alternative energy sources. Has it been short-term vision and lack of interest, curiosity or creativity resulted from our schooling methods that once hindered a success?
A master in contemplating, Albert Einstein, once said: "The important thing is not to stop questioning. Curiosity has its own reason for existing. One cannot help but be in awe when he contemplates the mysteries of eternity, of life, of the marvelous structure of reality. It is enough if one tries merely to comprehend a little of this mystery every day. Never lose a holy curiosity."
Possible improvements? The innovated performance of teachers during class interactions would be a great contribution to changes that can lead to improvements in our schooling methods. We need more devotion to ensuring that students understand the material being taught in class.
Ideally, the focus on theoretical and factual knowledge should be balanced with the focus on developing the students' thinking capabilities by means of for instance, analytical reading, discussions and debates on update global issues, case studies or other creative assignments that require independent research, analysis and evaluation.
Benjamin Disraeli said, "Upon the education of the people of this country, the fate of this country, the fate of this country depends". Thus, education must be prioritized, for the future of a nation depends on the youth depends on what is taken home from school to contemplate other than memorized information.
We should attempt to gain 20/20 hindsight on how our education systems have been running. Students' curiosity and interest must be sparked, creativity enhanced, their horizons broadened, and we will have a greater chance of consistently working our way up the gap that exists between us and those nations up front.
The writer is a student of the International Baccalaureate School Rijnlands Lyceum, The Netherlands. She can be contacted at ka.ps.xx@gmail.com
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