Missed Out Learning.
It is known that infants from early stage start instinctively to develop their motor abilities. That is a natural process. The children however receive schooling from the first standard, or even prior to it, which begin with letters and numbers and continue to do so happily ever after. What is missing in the primary and secondary schooling and onwards is the third element of learning, that is, Making Things That Work. This gap has not only covered the creation education, but entire education, therefore, life at large. It has caused tremendous joblessness, exploitation and marginalization of many, alienation of the educated, loss of creativity and loss of respect for the manual labour, therefore, for the fellow human beings, in the nation of a billion people.
This is so in spite of humankind has made millions of objects over past fifty thousand years or more, outside the present style of education prevailing in India. This education is only capable of letters and numbers, and perhaps collaborations to borrow development from the west.
Work, leisure, education and health are four broad aspects functioning of life of man, animal or plant. Fixed borders neither confined to compartments does separate these. In the natural process they flow into each other or overlap. Institutionalised mass education, fitted into compartments of division of labour is the by-product of industrialisation. It not only brought assault on skills, knowledge, traditions and cultures of people, but also tends to create monoculture. It is, also, not without causing the heartburn to the creative and the spontaneous. By and by education has also fallen prey to consumerism. Creation education is not an exception to this trend.
While thinking about restructuring education (general or creation) one tends to think within the prevailing frame or system or mind-set. Institutionalisation is so powerful, that it is spreading and taking charge of every area of public or private or personal life, particularly in the mass type industrial society. Hence, institutional overtake of education. It happens when there is lack of creativity and of leisure in an individual and the society. We are, of course, aware that this education is not universal, and a large section of Indian society yet remains outside its trap.
It is known that infants from early stage start instinctively to develop their motor abilities. That is a natural process. The children however receive schooling from the first standard, or even prior to it, which begin with letters and numbers and continue to do so happily ever after. What is missing in the primary and secondary schooling and onwards is the third element of learning, that is, Making Things That Work. This gap has not only covered the creation education, but entire education, therefore, life at large. It has caused tremendous joblessness, exploitation and marginalization of many, alienation of the educated, loss of creativity and loss of respect for the manual labour, therefore, for the fellow human beings, in the nation of a billion people.
This is so in spite of humankind has made millions of objects over past fifty thousand years or more, outside the present style of education prevailing in India. This education is only capable of letters and numbers, and perhaps collaborations to borrow development from the west.
Work, leisure, education and health are four broad aspects functioning of life of man, animal or plant. Fixed borders neither confined to compartments does separate these. In the natural process they flow into each other or overlap. Institutionalised mass education, fitted into compartments of division of labour is the by-product of industrialisation. It not only brought assault on skills, knowledge, traditions and cultures of people, but also tends to create monoculture. It is, also, not without causing the heartburn to the creative and the spontaneous. By and by education has also fallen prey to consumerism. Creation education is not an exception to this trend.
While thinking about restructuring education (general or creation) one tends to think within the prevailing frame or system or mind-set. Institutionalisation is so powerful, that it is spreading and taking charge of every area of public or private or personal life, particularly in the mass type industrial society. Hence, institutional overtake of education. It happens when there is lack of creativity and of leisure in an individual and the society. We are, of course, aware that this education is not universal, and a large section of Indian society yet remains outside its trap.
posted by PavanJam at 9:37 PM
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