Was a time when education meant learning by observation. By a process of automatic osmosis. By simply being around, and interacting with teachers who weren’t just experts of their respective subjects, but also, were individuals who had amassed a certain worldly wisdom, and at least one ‘x’ factor skill, that one imbibed, by default. That may have been a math teacher’s love of cricket, an economics teacher’s dressing sense, or a headmaster’s way of talking.
I share this background because I find today, too often, that young parents, inundated perhaps by a world of ‘instant gratification’, expect the same of their children’s’ education. Be it at school, or at an external ‘hobby class’; the teaching MUST have a pre-determined PLAN, the lessons be taught quickly and efficiently, and the results be tangible, visible, quantifiable, and relevant in the present to absolute near-future.
I for one find that a bit disconcerting. Why? Because in my view, it has stolen the joy of learning, of discovery, or happy accidents, and of any covert skills that might be developed, that will, in absolute certainty, be invaluable to the pupil years on. But then if we rob our students of any kind of ‘playful’ learning, of a chance to interact with teachers, and of programs where there is no ‘definite goal’ but more abstract exploration of likes, dislikes, passions, sensitization – how do we expect to end up with free-thinking, individualistic young men and women? Are we then not just producing an army of clones, all of whom have been to the same school, been brainwashed into the same morality and definition of ambition?
Was a time when we loved school. Was a time when we loved our teachers. Was a time when we felt like learning…