EDUCATION- IV

 

     EDUCATION-IV

Correlation and further:

Gathering a few or a set of facts is the beginning of knowledge-seeking. To coordinate these facts, correlation is essential. While correlating, one has to abide by genuine sequence. If facts are organized in a sequence a near total picture emerges. If each of these facts is understood, the effect is “Learning”. Instead of putting our mind through the three steps – gathering of facts, analyzing and sequencing them [correlation], forming a picture [consolidating the facts into understanding] we directly attempt to reproduce statements. Such an effort lands the mind in a mess of confusion and hatred to studies. It is one’s own making. The gross error is ‘aiming at the result without a clean approach or methodology’. This malady has assumed a phenomenal dimension. Neither the students nor the teachers seem to address the issue. It is surprising that with all the pedagogic training received, teachers fail to sort it out even for themselves. In my perception these simple methods do not fatigue the mind. In the beginning one has to strain a bit. But soon it turns out to be a routine. Retention of ideas becomes happy and effortless. There is scope for further analysis and evaluation of facts if necessary. It will be astonishing to see how much we are able to remember, if we take to this approach. That is the difference between reading, learning and studying- each referring to an increasing degree of effect.

Unlike rote learning that can suddenly sublimate, organized learning helps to retain, recall facts and bring out the idea with the necessary clarity. It may not be mere vomiting of words in a pre-laid sequence. All students writing the same answer in the same way is both monotonous and fatiguing to the evaluator. This practice of writing from memory has to be given up in favour of comprehension. Comprehension by correlative learning is long lasting and free from confusion.

Power of observation and its value:

One of the important derivatives from methodic learning relates to being watchful. Systematic practice of observing events, persons and their utterances helps us to pick up various pieces of information. This is an integral part of “Passive learning”. Many things get registered in us on their own without a conscious effort from us.

This is the easiest approach to learning usages in any language. Slowly, over a period of time from sheer observation we get to know the varied skills of presentation. At some stage or other in life, everyone has to muster the ideal technique of presentation. For want of this singular ability many have been side-lined as not suitable for public interaction or marketing or for being spokespersons of their own organization. The experience is painful and traumatic.

Strategies of communication are best learnt during student life instead of waiting to learn at the prospect of a job. A genuine learning will definitely improve communication skills no matter what the course of study one pursues. It is a sad commentary that after a full scale Post-graduation people murmur, mutter and clutter when the occasion to express the view opens up. Why? They have heavily banked on the “mugged up” notes to facing examinations. There are no preconceived notes and instant type of answers for probable questions on the interview. Only the equipped can comfortably tackle the real life situations.  Learning alone can help the persons to live with respect. Short of this, other attainments of paper degrees would render a weak and incompetent image to the person. Such ill-equipped persons try to compensate by running errands to any one. Definitely they feel deeply ashamed of this but put on the appearance of being happy and cordial.

All such “inferior accommodations” can be avoided by a systematic approach to learning.

TO CONTINUE                                                                               Prof .K. Raman