MEMORY CONFIDENCE EMPOWERMENT

நண் பர்களே 

இதோ வந்து விட்டேன்  

                                               21           MEMORY TRAINING                                           

All faculties stay alert, so long as they are put to use. Memory is no different in requirement. So, in our ability to recall any information, we have to basically understand as to what the item relates to and gather the relevant details at least once. Without making use of memory, precious little can be profitably utilized. Yes, like a gadget memory needs to be used, if retrieval should be quick and timely. Memory training involves understanding the relations between happenings or situations. It is a step of ‘linking’ happenings. For this, all humans are enough equipped; but, those who have trained themselves to connect ideas enjoy the freedom of alert judgment. Memory training should be integrated to day-to-day functioning. The best effect can be had from practising the steps of ‘retaining by understanding’, instead of by memorizing. Memorizing may help retaining the “form” of the information; memory training helps to recognize the “content” of the information. [The difference between them is parallel to that of ‘knowing’ a word and knowing the ‘meaning’ of the word. It is the ‘meaning’ that helps usage]. ‘Training’ in this case relates to repeatedly applying a word to the right context and habituating the mind to use those words wherever possible. Over a time, words of near effect get infused into the person’s vocabulary. A trained mind readily throws up right words best suited for the occasion. The best to do is- ‘recalling’ the word and meaning till the two get registered. In this act, what matters is the determination and not the age of the person.  Memory training is a powerful exercise that helps the individual in making contributory efforts.

 

22     EDUCATION:  CONFIDENCE   AND   EMPOWERMENT

Why this reference to the methods of learning- may be a question in the minds of many. The simple answer is: often we come across youngsters who find it hard to face interviews, competitive examinations and other such domains where they have to furnish solutions to problems, using analytic processes. Despite their ability to analyze, they feel uncomfortable from the beginning. The probable limitations are a] inability to grasp the intricacies of the problem [owing to memory-based ‘learning’ all through], b] inability to understand the statements to their last detail [owing to the casual attitude to fine expressions] c] inability to formulate statements in the official language [owing to the training in repeating only the already memorized and the fear of being spotted for inadequate language skills]. All these limitations seem to haunt a majority of young men and women who have managed to acquire high level academic qualifications. Certainly, they are qualified; not truly educated nor are equipped. There are substantial differences between the states of being Qualified, Educated or Equipped. Whatever the education profile, [s]he needs to stand equipped. Qualification is a potential asset and its broader name is Education. The ultimate power derived from education must reflect itself in the way the person proves equipment of mind and skill. Qualified personnel, instead of being assertive, seeking the mercy of others in work places is a syndrome. Obviously, ‘qualification’ does not render the kind of ‘comfort’ expected of it. Honestly, it is not the failure the study course; rather it is the failure of teachers and students in not orienting the learning exercise to the process of understanding leading to comprehension. In a system concentrating on strategies of scoring marks, comprehension is relegated. Time and again, when candidates manage very high scores, everything looks orderly and rosy. But, qualification comes under uncomfortable scrutiny in sessions of interview for higher studies or for job prospects. Are we not sensitized enough to locate the long term failure in mark-seeking efforts? At such critical junctures in life, there is a chorus blaming the system of education. 

 The blame should be on the wrong focus for marks which has promoted the                                                                                                         

unhealthy approach of memorizing volumes of matter without the due effort for learning by understanding. The net result is the creation of a large number of graduates and post-graduates who feel nervous, even to discuss technical subjects in which they are ‘qualified’. Yes, they are qualified but not equipped. Equipping is the process with no short cuts. It requires building the skills – brick by brick with due caution for wholesome acquisition of knowledge. To be wholesome, knowledge has to be streamlined; skills of interpretation and analysis must be imparted while learning, along with sound skills of communication. Unless these components are ensured during studentship, very little empowerment can happen. Empowerment and confidence are mutually inclusive and influential. Confidence is a manifestation of empowerment.

Confidence is a mental attribute. It springs from within. Ill-equipped minds do not reveal confidence, as they are not clear of perspectives and goals. Unless, goals and the steps of attaining them are clear, responsibility appears confronting. Persons try to pass the buck when they feel shallow and nervous to handle a task. Confidence is thus a product of mental clarity and is not simply ‘chasing the wild goose’. No one can put on the looks of confidence for long.

What has confidence to do with our job?           Irrespective of our preferences, confidence is a virtue that instantly wins appreciation; for, it suggests whom to trust for which responsibility. Obviously, there are requirements of physical ability, logical persuasion, convincing arguments, presentation of view points and sustaining cordial disposition in all our interactions. So, confidence of handling situations determines the ‘utility’ of a person to the employer. Without confidence none feels empowered.

Empowerment is a process of equipping the mind or body as a part of ‘developing’ the personality. It is a cumulative product. Being so, different attributes should come together to help the operative efficacy of the individual. The most important among these is the ‘clarity’ of perception, relevant to an issue or work. Clarity arises from clear understanding of statements or happenings or suggestions that keep coming our way in the course of our daily functioning. At every one of these junctures, we cannot be seeking guidance from neighbours. At least some degree of ‘decision-making’ must rest with us to fortify confidence to our working. If we fail to show signs of relevant confidence, our reliability for a specific task may look suspicious. This confers ‘inadequacy’ on to our functioning potential irrespective of our true potential. By ignoring the ‘value’ for clarity, we are trapping ourselves in the ignominy of inability. Values cannot be infused in later life to any one as a part of our efforts for empowerment. During the days of study in schools and colleges, best part of our times is meant for learning. Also, learning can be un-inhibited as we enjoy greater freedom to ask anyone to clear our doubts. After a certain stage, inhibition to seek clarification creeps in. Instead of admitting our ‘poor grasp’, we pretend to know most things and feel insecure, incompetent and bewildered of shouldering responsibility. So, getting empowered is a part of our learning process. Yes, I mean ‘learning’ in the true sense and not by scoring marks. Perhaps, the easiest of things is learning if we recognize that learning is nothing but understanding by letter and spirit.