Education

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]