Facing Examinations [details- I]
Preamble
Examinations are viewed with
contempt and prejudice, as measures of dislocating one’s desire for ascension
in life. Honestly, the individual should realize that the contempt referred to
above springs from a sense of insecurity associated with inadequate ‘readiness’
to tackle examinations. Often we ignore the prospect of viewing a message from
varied planes, including those of our subjects of study. How else can one
explain the dismal performance of boys /girls in their I semester course in
Professional or academic streams, especially after a prolific score in the +2
stage of their study? Obviously, they focused on score-centric preparation,
ignoring the correct approaches to learn and comprehend any item. Pre-digested
lessons dished out as “Questions/ Answers” in the form of notes have eternally
wiped out the human skill for grasp, comprehension and interpretation as the
products of education. Therefore, questions other than those already
‘let known’ through notes cause shiver through spine even for top scorers. The
learning methodology of memorizing answers for specific questions cannot help
in keenly-fought competitive examinations. Defective effort cannot offer
effective remedies. So, one has to unlearn the hitherto adopted approach and
gather reliable strategies for success and self reliance. Comprehension is the only way out to face
examinations, stay cool in stiff competitions.
Inadequacy
in approach
Students have been led into the
notion that preparing for exams is by itself a scholastic exercise. It is
grossly erroneous, as it fails to update the mind through progressive learning.
Progressive learning should strengthen the knowledge frontiers of persons. Per se, knowledge should come to the
advantage of the individual in handling life situations; the candidate should
function independently, sending out representations, appeals to redress
grievance, seek intervention of authorities for protecting civil rights and so
on. Well qualified candidates too find it hard to carry out official
transactions in Banks, Railway systems and such other domains, as their idea of
transaction is weak and incomplete, more so in making draft statements. Anyone
who has undergone 10-year schooling should be fit to meet such exigencies
listed above.
The malady is traceable to the
culture of question- answer methodology of preparation in place of learning
through comprehension of textual passages. Getting to face examinations should just be
incidental as a part of learning. Our scenario is far removed from this ideal,
as answering questions premeditated is stupidly being pursued. It is a case of
‘remedy being worse than the disease’, as learning is confined to answering
only known questions and to not even the ones paraphrased to look new ! Simply
it is a case of the blind leading the blind with no clues what so ever to the
larger competitive world which would throw up genuine challenges. Are we
prepared enough to the reality?
Without mincing words, it can be
said that wrong approaches and unhealthy priorities of score over ‘knowledge’
have eroded the value of true learning. True learning equips combative
competence at each level. Without providing for a strengthened mind, education
cannot inculcate competitive abilities.
The time is not lost for those willing to equip self. All they need is
to cultivate better practices of learning and systematic application of the
ideas so learnt. One should unlearn the bad procedure and change tracks.
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