The 4th International Conference on Positive Psychology and Allied Sciences being held in Goa, on the theme ‘Positive Schooling for Holistic Development’ brings to center stage some pertinent deliberations about the role of education in our society.
The three key topics that require urgent deliberations focus on the role of pedagogy in our children’s development; the role of the teacher and the relationship between student and teacher; and the role of parents in their child’s education.
The system of education in India is largely a top down processing model. The emphasis has been the system and the teaching faculty. The system itself has been geared to perform the role of churning out winners and losers. A large stress has been on the grading of students and comparing them on a bench mark of excellence. The focus of why children are put to school has very little to do with learning and everything to do with grades. What will be the end result at the much dreaded tenth standard exam?
Pedagogy has thus included a lecture method with a sheer and sure focus of results. Children are provided with notes, extra coaching, and assignments with the idea of performance. At the end a school which ensure better grades is ranked at a higher standard than those with average performances.
With such expectations of education, the society at large becomes a reflection of how we perceive any person. There is no room given for individual expressions. The strengths of every person are minimized to fit into the roles of mediocrity, and the weakness are highlighted.
Fitting in such a system is the role of pedagogy. Teachers perform the role as disciplinarians ensuring that the end result is better than the process itself. There is no space for basic education on life and living. Basic life skills such as ensuring skills of emotional management, developing values for integrity, overcoming stressors, personality development, environment civic sense get completely sidelined and does not fall within the purview of education. Any efforts within these areas are special efforts by a few managements and do not receive the sanction of the education department. There are no exams for such an education.
Positive psychologist Martin Seligman draws upon scientific findings which show that in the end IQ has no gainful impact on happiness. Although education promotes the basic ingredients for happiness it is the other skills which are left out form the syllabus such as social and emotional competence, communication skills, engagement in meaningful activity, a sense of control, resilience, self-esteem , outward focus, future mindedness and wisdom that finally determine an individual’s ability to deal with life and enjoy the process.
Teacher as a mentor or a role model is of less significance. The only important criteria for a teacher are the results. This is not only the expectation of the education system but of the whole society including parents.
Positive schooling fall back on the foundations of care, trust and diversity. Inculcating motivation is of utmost importance. Inspiring students to learn and to take their successes with them, instilling and empowering them with hope becomes the greater focus of the teacher rather than completing syllabus. The learner goes beyond the school and recognises that they are part of a larger society which they have the potential to change and improve.
Education should base its foundation on relationships. It is important that teachers and pupils share and understand their outcomes together; if both are involved in stating and detailing this process, they have greater chance of success.
If education on the other hand lays its emphasis on grades then performance becomes important rather than learning. The idea of positive schooling is not about negating performance, instead it predicts the degree to which students actively participate in learning, including how consistently they attend school, how attentive they are in class, how carefully they complete their class assignments, and how committed they are to staying in school and doing well there.
Students who feel connected to their school are more likely to graduate and move on to successful post-secondary educational and career opportunities
Positive schooling pays attention to the relationships between teachers and students and considers it as being one of the most important variables to achievement. Teachers should be skilled with basic skills to meet students’ personal and developmental needs. Teachers’ actions must show their high expectations for their students and their confidence that their students will be successful. Classroom climates can be irrevocably harmed if teachers behave in derogatory or punitive ways.
Parents and families play an important part in developing this relationship. School management should incorporate such opportunities. Engage students in informing their families about the work in the classroom through newsletters, family interviews, teacher-family conferences, and community activities.
Finally the most important ingredient in learning should be highly valued in the education system. Having fun. Education should be made to be a fun exercise rather than a serious task. Fun can be incorporated into instruction through humor, learning games, and enjoyable activities that foster laughter and enthusiasm. There is no better motivator to learning than having fun.
Dr Aldina Braganza e Gomes is a clinical psychologist, psychotherapist and associate professor, HOD, Dept of Psychology Carmel College
