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The education system and its antics, a short interpretation


Submitted:Jan 8, 2014    Reads: 24    Comments: 4    Likes: 2   


"The illiterate of the 21st century, will not be those who cannot read and write… but those who cannot learn, unlearn and relearn…" - Alvin Toffler.

Scene 1, A young girl approaches the teacher's desk, she collects her test report, her face falls when she's the result, then she flies into a rage and begins the usual market-like bargaining that follows an unsatisfied transaction, in this case the test evaluation standards of the teacher.

Scene 2, Teacher enters a class, students settle down into their seats, a dreary monologue follows, the bell rings and the teacher walks leaving behind a group of youngsters, 40 minutes older and none the wiser.

Scenes such as these are that which fill the education system today. Toffler hit the nail when he said that mere literacy does not equal education. Rather today society requires something far more substantial, the ability to reason. For it seems that in the transition from the Stone Age to the Industrial age to the Mobile age it seems that cerebral evolution lost its way. The education system works on the concept of equality whereby a monkey, an elephant, an eagle and a fish is evaluated on its ability to climb a tree. The palpable tension and obvious depression generated by exam are the Litmus test proof that our education system has failed.

What we need now is a change, a difference, a revolution. The solution to such a transition isn't an option to be filled out on the OMR sheet.

In an age where information is only a click away, teachers need to provide more than just facts, they need to provide wisdom, wisdom gained through experience, which is far more than capacity of any machine.

In an age where competition is cutthroat, students need to aim to learn rather than just study, yearn for comprehension of information rather than compilation of notes.

Teachers who teach rather than lecture, students who learn rather than study, tests which evaluate progress rather than quantify it.





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