Before we embark on any discourse on Education,
it may be well worth while to reflect on the meaning of "education"
itself. The word "education" comes from the Latin
"e-ducere" meaning "to lead out." This conjures up images
of a wise person leading or drawing out the knowledge that is inert in each one
of us. Confucius said that "knowledge is within." Each one of us has
the capability and the potential for growth and the educators are charged with
bringing this to light. The imagery of a teacher as one leading the way through
a magic forest pointing out hidden treasures, and the students in self-realization
coming to that consciousness and appreciation for what is there. Teachers must
view their job as a true vocation, for that is what it is, and they should take
time to reflect on the significance of their vocation and their
responsibilities in this regard.
Hubert Byrne [1] says that "the great aim
of education should be to develop the individual possibilities of every
child." Educators must understand the significance of the great task to
which they have been entrusted. Education is not about degrees and
certificates, or money or a good job. These views are myopic. It is about life
and recognising that the key developmental areas should encompass at least the
spiritual, cognitive and the physical realms. Teachers and educators must
understand that theirs is not a job; it is a vocation like that of a doctor or
a monk. Byrne [1] says that a teacher must have the knowledge of a doctor and
the patience of a monk. True education prepares us as much for work as for
proper use of our spare time. It is a preparation for life.
It has been said that 'school days are the best
days or your life." Many people seem not guided by future goals when
pursuing early or College education, and end up working just to support their
family or "making up" for list time at school. With a proper focus,
we can capitalise on our educational opportunities and gear ourselves for the
world of work. Then the education we receive will be in tune with our
career goals and we will have a better chance of prosperity. On the other hand,
if there is a discord, we will end up with a people who resent school and
learning and will see no value in education at all. One of the great
Trinidadian calypsonians said that "in my days in school, they teach me
like a fool. The things they teach me I could end up like a block headed
mule." Educators have a grave responsibility to ensure that what is taught
is relevant and true to the general aims of education. If we end up doing what
we love as a job, then it won't be half as difficult as if we have to work at
something only because we do not have any other choice in life.
Apart from the world of work, education is meant
to make us better people. Habits that we may have which may make it difficult
for us to get along with our fellow worker or our neighbour will disappear and
be replaced by elements of true cooperation and friendliness. Educated persons
will be the catalysts of the society which will promote the well being of all.
True education will contribute to more harmonious relations in the home, in the
neighbourhood and in our country. The effect will spread to embrace the global
village. True education will be noted in our mannerisms, in the way we speak,
in our deportment even in difficult situations. We will control ourselves even
when others are unjust to us and treat us with scorn. This is not to say that
we are "hoyty toyty." It is just the way we are!
Education develops the knowledge, skills and
character of the students. In one of my favourite poems Nicolas Murray Butler,
in his "Five Evidences of an Education" says that an educated person
is one who demonstrates "correctness and precision in the use of the
mother tongue; refined or gentle manners, which are the expression of fixed
habit of thought and action; the power of and habit of reflection; the
power of growth; efficiency, or the power to do so." Thus, an educated
person is easily recognisable in his gentle and refined manners, the power and
habit of reflection and all these traits listed by Butler in this lovely poem.
Actions must never be accepted at face value, but be subjected to rigorous
reflection and justification. Moreover, in an educated person there must be
growth. It may be inner growth but there will be growth as education rarely
stifles and stagnates.
With a higher level of education in the society,
there is more of a chance that the society will be properly nourished so that
it can provide for healthy social interactions, and acceptance of
responsibilities, and that the development of the human capital will be
elevated to an extent in which the society would be able to service and compete
in today's world. The world we live in is driven by economy, ambition, power
and finance. We must not loose sight of fundamental human values in this
morass. One of the syndromes of many developing countries is that too much
dependence is placed on the governments to provide amenities. Citizens must
come to terms with the fact that governments can only provide in accordance
with the capabilities of the people to work and build the basic services that
are needed in our modern societies.
Money, ambitions, the easy life and power are
temptations which we all must face in day to day living. The Old Testament
refers to "Baal", which is the same syndrome for humans have not
really changed over the centuries. Sometimes, even educated people wonder at
the value of a good education when faced with the pressures of daily life where
putting a penny aside is getting more and more difficult each day. In the
modern age, it is easy to be drawn away from the essential meaning of
education, and vie for diplomas and credits where these mean only money or the
greed for such. These must be just what they appear to be, temptations.
Educated people must not succumb. This is the hope of the civilisation and the
community that education aims at creating. It is time to return to the basics
of good living, altruism in education, and not seek recompense for every
credit we have or every hour we spend with our students, or every service we
perform in the name of education or else we would be better served in the
marketplace with the vendors.
Greed and ambition can affect the lives of
others, and the effects are multiplied when applied in the realm of education.
Teachers must understand that their primary responsibility is to the students.
Students practically entrust their lives to their teachers. This is a sacred
trust which must never be betrayed. Persons entrusted with education of our
citizens must understand the consequences of their actions and
responsibilities. While we cannot relive the past with a view to reconstructing
it, history teaches us valuable lessons and we must learn from these. The way
forward must be paved by values such as truth, honesty, service and commitment.
Moreover, educators must be reminded that theirs is a vocation in much the same
way as a guru is guided by his religious values and principles, and religious
monks through values, denial, poverty and prayer. While the financial
remuneration is of great importance as it affects the efficiency with which a
teacher can carry out his mission, this must never be the chief aim.
The responsibility does not stop at being
adequately prepared from a knowledge standpoint, but also a moral one. Teachers
are professionals and must realise that responsibility means being punctual,
adequately preparing for the classes, delivering interesting and motivating
lessons, and treating the students like human beings. I can still recall with
fondness one of my early teachers who on being asked to provide me with a
recommendation wrote wishing me well in my new endeavours and pleading for me
to be a good ambassador to the old school. Well chosen words from an old
schoolmaster, and what a schoolmaster was he too. This motivated me and made me
want to excel and make his expectations real. Should teachers find themselves
working in a job in which their main mission is remuneration and financial gain.
Having sounded the bells of damnation, we need
be cognizant that there is many a good soul who understands and sacrifices and
toils day after day without recompense to bring about the education of our
peoples. It happens in our schools, and in the workplace. It happens in the
countryside and in the forests. It happens in the home and in the campsites.
Many organisations also devote much effort to education. The scout movement is
a prime example of a non-formal system. The six development areas are:
physical, creative, character, social, emotional and spiritual. Clearly, these
embrace the three named in the general aims of education. Further, the scout
movement contributes an often overlooked ingredient, values, to a system of
informal education. Formal education also needs to embrace values at all
levels. John Potter [2] says that "evidence suggests that when linked to a
sat of personal and public values learning and behaviour improve."
The task at hand is not solely one for the
educators or the teachers. It is a community issue. We can no longer sit back
and wait. We must be proactive go-getters. Parents and Teachers must work
together. Administrators and staff must work together. The citizens must demand
value for their dollars. The work at school must be supported by interest from
the home. There is no substitute for dedication on the part of the students to
the task at hand. Life is more than just play and fun. There is work to be
done. Voltaire in his short novel "Candide" has said that man can
only find true happiness in work. The rich princes that roamed the world in
search for happiness found that simply in work lay the secret of all their
desires. Idleness breeds sinfulness. Work and industry bring progress. We need
to show that we do have that faith in education to lead our people on the right
paths of life and to enrich their lives with valuable lessons from the past.
[1] Byrne, Hubert The Teacher and His
Pupils (OUP)
[2] Potter, John Values,
not test, give Education meaning [http://www.teachingexpertise.com]