Wednesday, 4 May 2016

RENEWING THE PURPOSE OF SCHOOLING

For years, we have been lamenting the need for value education and brooding over our failure to provide the same. Our educational policies and the subsequent school education curriculum frameworks all along emphasised the need for value education. Where do we fail? A careful analysis of the whole situation reveals that somewhere it is in the process of translating goals into action that the enacted curriculum falls short of the intended curriculum. We value those aspects of education that lead to academic excellence and employment.

 Those who do not succeed to the extent desired are not valued. Whatever is valued is taught and is considered more appropriate. Knowledge and information takes over and the desired values which are important for the development of the individual as well as health and equity in society is relegated to the background. For example, children today are taught the skills to keep up with the increased sophistication of computers but the concern for values and the related policies are not implemented with the same vigour and enthusiasm. 

The choice of emphasis determines the nature of education provided in schools. Another reason as to why the goals are not translated into actions is that value education is seen as something extra or as an add on programme or activity. But the argument that education is not value neutral or free and values are inseparable from the goals of education is well accepted. This way, it does not have to be seen as yet another task for schools. Much of the work can be done in the context of what schools are already doing or should be doing. Still another reason often discussed is that value education goes on constantly in schools. 

Many different values get transmitted because whatever is imparted in schools is not merely facts and information but also implicit points of view, particular ways of understanding, knowing, perceiving, acting, reacting to situations to self and others, which students imbibe. It is true that value education takes place implicitly and often incidentally but it is also true that in order to be effective, there must be clearly defined and explicit focus, direction and commitment for fostering values in the agenda of the school. Time has come now to critically analyze and reflect as to what detracts schools from nurturing the desired values. 

How can we reorient and renew the perceptions about school education that involves the formative years of child’s life and lays the foundation for the future years in which the child becomes the adult? We need to use paradigms which help to identify disparities between our chosen values, intentions, processes and outcomes to indicate when and why disparities occur and to evolve possible solutions. It is important to critique oneself thoroughly and develop alternatives and solutions. 

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