Education needs a Revolution
"Maggie Ciara is a third grade student at Columbus Manor Elementary School in Oak Lawn, Ill. She’s also a Chicago Blackhawks fan, as her teacher discovered in a recent math exam.
The question was “what is 9 times 9?”
The answer? Marian Hossa, a.k.a. No. 81 for the Blackhawks."
A few days ago, I posted a link about Maggie Ciara. She actually answered "Hossa" to a math question!
My first thoughts were:
How will this student fare in a Singapore Primary School?
Will she be chided for writing nonsense?
Even if she explains herself, will she be told that "Rules are rules. Your answer is still wrong" (although it implies 81) ?
Surprisingly there were a few responses. One immediate response was that the girl should not have "act smart" and apply her "intelligence" elsewhere. On the other hand, there was a lengthy reply:
The child will not be chided for her answer, which is essentially correct. She may be affirmed by a good humoured teacher for her creativity, but the child will still have to realise that not everyone is a blackhawk fan. Laugh along with her, why not? But teach the child what she may not be aware of. Education is not merely about teaching a child the right answers (and then again, what is right?), but also about communication, empathy, and humility. Not to say that one small mischievous answer will lead to elitism, but hey, it's an opportunity to talk about such stuff to a little kid.
Variegated but reasonable answers occur pretty frequently in fact. Not entirely certain about the SG system, but from what I know, teachers do take time to discuss about such answers.
Our education system is not a diabolical tyrant of an industrial line. It is an institution which disseminates general information and resources necessary to equip a child adequately to fend for himself/herself in this environment that he/she so happen to be in. For some, it is a safe harbour which provides the structure that they lack at home. If the individual feels that what the education system provided is insufficient or unsatisfactory, seek alternative. If impossible, make do with the next best that you can lay hands upon.
Rational or otherwise, I believe that we are capable enough of finding a way out for ourselves. Even if you're the next Vincent Van Gogh or just courageously passionate, there'll always be something called the part-time job to tide over those desperate days.
Frankly, there really isn't a point grousing about a system concocted by people with good intentions. If change is wanted, constructive ideas should be brought forward and implemented. When change is in place, other than constructive criticisms, acknowledgement should also be given. Otherwise it's just a ton of hot air, and no one's going to listen, cos everyone's just too pissed off to do so.
So yah, ha! I've said it! Stop mud-slinging the education system, you hypocritical 0.1% beneficiary of the above mentioned!!
(And yes, it's precisely because you're dee 0.1% which lends credibility to your poor opinion of the system. But unless you know the system, do not criticise the system.)
(And although your stance isn't explicitly stated, it certainly doesn't harbour on the ambivalent neither! Pfft!)
I replied:
Passion leads to essay, and I've learnt a new word ''variegated''. I'm not against the education system per se, and neither am I mudslinging the system. I'm trying to objectively explore the shortcomings of the system as an engineer would, since arguably no perfect system exists.
Personally I agree that a basic system of formal education is required. In fact, I am against removing a structure completely because I firmly believe that while cognition is innate, it is enhanced and expanded through life experience and impartation. Children need to think for themselves- but there must be moral and rational foundations that form the building blocks of thought.
However if they could somehow muster their own creativity and originality to augment, twist and change the rules and tools of thought, they would have indeed demonstrated the efficacy of education.
I have no doubt that the architects which pioneered and perpetuated the education system start out with at least a certain degree noble intentions. Generally, nobody sets a system up for failure. There is no mass conspiracy, no bogeyman, no overarching villain who is threatening our nation's children.
In addition, our education system had went through ageing, upgrading, change of character and emphasis over the years. We can safely concur that our fathers' education is not ours, and neither will our children's education too.
Herein lies the problem: although the education system was built with noble intentions, it is starting to outlast its purpose. The world is moving quickly, and our system is experiencing a dissonance on an institutional scale (forgive me if I make the system sound like a person): young people jostle to jump through hoops, only to end up disillusioned with their years of hard work. University students graduating with the expectation that most of what they learn will be irrelevant to their vocation. How tragic is that?
I submit that the problem is not merely structural, but also psychological. Before any revolutionary advancement to the system can take place, the actors- teachers, students, parents and most importantly the ministry of education- must experience a paradigm shift.
Alternative modes of problem solving should not be accommodated- they should be celebrated as a cornerstone of a progressive system.
This does not mean that ''any solution'' will do. Rather, the student should be taught to defend his/her approach towards a problem.
This is real thinking at work- the student is not just handed a fishing rod. He/she is given a blueprint so that he/she can customize his/her rod accordingly. Better still, he/she should realize that a rod may not even be needed at all because an aqua vacuum cleaner will do a better job.
This may all sound quite radical. If we make this leap, how are we going to test our students? Wouldn't it be crazy for the teacher to consider 40 different solutions to one problem? How will the grading be then?
These are all sensible questions which I cannot answer. But if there's one thing I'm convinced of, it's the need for bold solutions to face this brave new world.
The person replied:
Which is in assumption that such solutions are not already in progress. Objective or otherwise, it's undeniable that the tone of your comment propagates the bias notion of an insufferable system. Something, which from my observation, our education is trying to detach itself from, but hardly gets any acknowledgement for it.
Cultivating innovation is nothing new in the education system. In fact, I believe the ability to create is an inherent trait; nobody is born with an empty skull (but that is a generalization, there are people born without a brain. Unfortunately, they don't live long.) The main purpose of an education, in my opinion, is to harness this trait for the benefit of the society. To do that, people must be able to communicate. There should be a common platform, a common language, a common understanding. And all these are cumulated from the past. To deny the education of the past as irrelevant to today's needs will be presumptuous. To be unable to convey an idea to the masses will render it redundant.
I will admit that I find the system slow moving at times, but it is with its reasons. I don't fully comprehend the going-ons, so I can't justify. Nonetheless, to reiterate, it is pointless to grouse against a system. As Micheal Jackson very aptly put it, we should start with the man in the mirror. To change a system, change the individual. After all, the system is but an ideal supported by many individuals.
Bah, and I hit enter before pressing shift.
And I learnt the word "variegated" from my students' science textbook.
Variegated but reasonable answers occur pretty frequently in fact. Not entirely certain about the SG system, but from what I know, teachers do take time to discuss about such answers.
Our education system is not a diabolical tyrant of an industrial line. It is an institution which disseminates general information and resources necessary to equip a child adequately to fend for himself/herself in this environment that he/she so happen to be in. For some, it is a safe harbour which provides the structure that they lack at home. If the individual feels that what the education system provided is insufficient or unsatisfactory, seek alternative. If impossible, make do with the next best that you can lay hands upon.
Rational or otherwise, I believe that we are capable enough of finding a way out for ourselves. Even if you're the next Vincent Van Gogh or just courageously passionate, there'll always be something called the part-time job to tide over those desperate days.
Frankly, there really isn't a point grousing about a system concocted by people with good intentions. If change is wanted, constructive ideas should be brought forward and implemented. When change is in place, other than constructive criticisms, acknowledgement should also be given. Otherwise it's just a ton of hot air, and no one's going to listen, cos everyone's just too pissed off to do so.
So yah, ha! I've said it! Stop mud-slinging the education system, you hypocritical 0.1% beneficiary of the above mentioned!!
(And yes, it's precisely because you're dee 0.1% which lends credibility to your poor opinion of the system. But unless you know the system, do not criticise the system.)
(And although your stance isn't explicitly stated, it certainly doesn't harbour on the ambivalent neither! Pfft!)
Personally I agree that a basic system of formal education is required. In fact, I am against removing a structure completely because I firmly believe that while cognition is innate, it is enhanced and expanded through life experience and impartation. Children need to think for themselves- but there must be moral and rational foundations that form the building blocks of thought.
However if they could somehow muster their own creativity and originality to augment, twist and change the rules and tools of thought, they would have indeed demonstrated the efficacy of education.
I have no doubt that the architects which pioneered and perpetuated the education system start out with at least a certain degree noble intentions. Generally, nobody sets a system up for failure. There is no mass conspiracy, no bogeyman, no overarching villain who is threatening our nation's children.
In addition, our education system had went through ageing, upgrading, change of character and emphasis over the years. We can safely concur that our fathers' education is not ours, and neither will our children's education too.
Herein lies the problem: although the education system was built with noble intentions, it is starting to outlast its purpose. The world is moving quickly, and our system is experiencing a dissonance on an institutional scale (forgive me if I make the system sound like a person): young people jostle to jump through hoops, only to end up disillusioned with their years of hard work. University students graduating with the expectation that most of what they learn will be irrelevant to their vocation. How tragic is that?
I submit that the problem is not merely structural, but also psychological. Before any revolutionary advancement to the system can take place, the actors- teachers, students, parents and most importantly the ministry of education- must experience a paradigm shift.
Alternative modes of problem solving should not be accommodated- they should be celebrated as a cornerstone of a progressive system.
This does not mean that ''any solution'' will do. Rather, the student should be taught to defend his/her approach towards a problem.
This is real thinking at work- the student is not just handed a fishing rod. He/she is given a blueprint so that he/she can customize his/her rod accordingly. Better still, he/she should realize that a rod may not even be needed at all because an aqua vacuum cleaner will do a better job.
This may all sound quite radical. If we make this leap, how are we going to test our students? Wouldn't it be crazy for the teacher to consider 40 different solutions to one problem? How will the grading be then?
These are all sensible questions which I cannot answer. But if there's one thing I'm convinced of, it's the need for bold solutions to face this brave new world.
I will admit that I find the system slow moving at times, but it is with its reasons. I don't fully comprehend the going-ons, so I can't justify. Nonetheless, to reiterate, it is pointless to grouse against a system. As Micheal Jackson very aptly put it, we should start with the man in the mirror. To change a system, change the individual. After all, the system is but an ideal supported by many individuals.
Bah, and I hit enter before pressing shift.
And I learnt the word "variegated" from my students' science textbook.
I replied:
I agree that I had a bias towards the system; it is not insufferable, more akin to tolerable but stifling. This is colored by my personal experiences and hearing from some of my peers.
There are changes underway (which I acknowledge) but my point was that piecemeal changes are not enough.
There is a need for a game changer, a disruptive element that transforms the education system at its DNA. This transformation starts from an overhaul of the masses' perspective towards education.
However this requires not just convincing intellectually but political acceptance.
I do not consider the current system to be totally irrelevant, but as noted earlier it is losing relevance.
There are changes underway (which I acknowledge) but my point was that piecemeal changes are not enough.
There is a need for a game changer, a disruptive element that transforms the education system at its DNA. This transformation starts from an overhaul of the masses' perspective towards education.
However this requires not just convincing intellectually but political acceptance.
I do not consider the current system to be totally irrelevant, but as noted earlier it is losing relevance.
The person replied:
Haha, it sounds like you want to flip table. Ah well, then again, not everyone has the same perspective. Nor are they wrong in being so. Piecemeal changes come about so that everyone gets a piece of that pie which they desire. Until a method is introduced to flip table neatly, i guess it's a case close. See you Saturday, and nice having an avenue for consolidating thoughts!
I replied:
Yeah... I respect your passion for education. If not, you won't write such long replies.
The existing system is still relevant, but it is losing its relevance as we speak. Perhaps the ''doomsday'' pessimism drove me to be so insistent of the need for change.
That being said, I'm actually grateful for education in my formative years (though my tone earlier may not sound like it). But my gratefulness does not negate the need for change. For the next generation.
It's been good. At least my prejudice are uncovered and I got to think deeper about issues such as inculcating empathy, humility and communication skills. On many fronts we actually agree, but I'm more impatient (I guess).
Have a good rest and cya on Sat!
It was a long conversation, but it certainly set me thinking. Actually I highly recommend a video by RSA Animate. It was adapted from a talk given at the RSA by Sir Ken Robinson, world-renowned education and creativity expert and recipient of the RSA's Benjamin Franklin award.
The existing system is still relevant, but it is losing its relevance as we speak. Perhaps the ''doomsday'' pessimism drove me to be so insistent of the need for change.
That being said, I'm actually grateful for education in my formative years (though my tone earlier may not sound like it). But my gratefulness does not negate the need for change. For the next generation.
It's been good. At least my prejudice are uncovered and I got to think deeper about issues such as inculcating empathy, humility and communication skills. On many fronts we actually agree, but I'm more impatient (I guess).
Have a good rest and cya on Sat!
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