EDUCATION AND THE CHILD

EDUCATION AND THE CHILD                           

The surest way of sustenance is education. Let there be no compromise on this. Education does not mean passing an examination or scoring very high marks. Education is an empowerment of the individual. Honestly, true education is not the popular notion of entering Profession studies. Rather it is studying professionally.

Learning has to be professional; it should help a clear understanding of the intricacies of any subject. Clarity in grasp and vividness in expression accrue to the student who develops the correct skills of learning.

Learning is not memorizing answers for specific questions. It is            co-ordinating knowledge to information or vice-versa and acquiring skills of articulation by analytic evaluation. Acquiring marks is not acquiring skills.

Toiling to achieve tall scores is itself an impediment to learn. If appropriately learnt, any question can be answered with clarity and zeal. Learners should not be harassed by parents /teachers for making it to professional study / institutions.

A balanced learning is far more important than reproducing ‘pre-meditated’ answers; such a culture of memorizing would prove empty when the faculty of analysis has to come into play. The remedy to the syndrome [of memorizing for marks] is quite simple.

The learner has to ‘understand’ every piece of information to its finality; should avoid practising the habit of ‘reproducing’ words without being aware of their relevance in a context.

In recent times, there is a greater out cry of concern against the trend of prioritizing scores over that of comprehension. So far, agencies have remained spectators, with no clues to arrest the malady of learning without understanding. 

The impact of memorizing has a telling effect on our boys and girls during any genuine competition. They suffer inhibition by their inability to express themselves, even if they understand the issue.

Certainly, the mark-centric, methods of rote have robbed these youngsters of their freedom to win jobs, stay at par with others of like-attainments for leading a life of dignity. Well-learnt concepts cannot be hidden under fetters of fear; it would find its way to show up by  its authenticity. Such a natural exuberance requires neat expression devoid of ambiguity.  Children should understand the advantage of lingual prowess ably supported by apt articulation. Any knowledge that fails to express itself is as good as ‘no knowledge’.