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| Thursday, 26 February 2004 |
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Schooling into conformism by Afreeha Jawad Wringing his hands my neighbour exclaimed, "Schools are closing down. What's going to happen?" "So what," I asked. "I'm surprised at your reply," he said adding, "What you are today is because you went to school." "Which school did Jesus and Prophet Muhammed go to?" I shot back. Dumbfounded, he edged out. Anyway, what's all this panic about the closure of schools. Whether we should panic or not is left to individual will. But, before that, let's perceive matters. Being one of the oldest institutions man has ever known, the family unit still continues with its accompanying deviations within the framework of marriage itself. Come to think of it, the socialization process itself is given a kickstart within the family unit - a training ground for system acceptance. The child is put through a regimentation process which he or she most unconsciously begins to accept as all perfect with a few yawns, hiccups and sneezing while on track with such non-conformists labelled as black sheep. The system's marvels are such that whatever unsuited item is always subject to one kind of labelling or another. Thereafter the secondary socialization process of school steps in as an expansion of the micro socialization process of home confines. Here the child is taught subjects - not of his liking for everything is all pre-planned and he/she has only got to fit in. On careful examination a stunning revelation is what we learn best is what the system needs most. With the gradual release of colonies, ironically termed 'independence', the system drivers all brought in what is called schools which even today are upheld with intense 'sanctity'. Schools are an integral part for system success. Certainly, to that end schools have served a purpose. Schools were and will continue to be part of the socialization nexus from where labour training in the fitting into needs diversity is common occurrence while the home within marital confines was meant to produce labour - also for similar purpose. So what's produced in one at the primary socialization process is trained by the other in the secondary run up. Thus, if one may call it, an 'organized' system becomes operative. But the question is this. "How has this organized mechanism been helpful in creating such disorganized societies of disease, conflict, ignorance and poverty plunging many a peaceful society that was into disarray. Sociologists in fact could go to town on this subject as did this writer's mentors while engaged in her postgraduate studies at the Colombo University. So, to educate a child is an adaptation of human capital into what the corrupt, motivated system needs which in turn has manipulated people into avaricious self-seeking groups - needless to say that escapism has been the privilege of just less than a handful. The rationale and bona fide in the schools' system could be put to test in the products churned out. If it was a success, then, all such would have ended up as sublime and noble beings. Ironically, off system products have left an indelible mark in mankind's history. Glaring examples being the religious leaders whose bother was not the O'Levels and A'Levels. All thinking in that direction is what's most needed for a world of social justice. How far have schools achieved their target in this respect?. But then all such stuff is pragmatism - nothing to do with reason. That education imparts knowledge is common belief - only a facade akin to democracy - yet another facade to majoritarian rule culminating in sidelining minorities. A heavily gender biased education that indirectly fosters masculinity undermining women such as we see in cadetting and cricket for men, of home science for girls, of course alongside the learning of Chemistry and Physics lest the hidden motive is revealed, labour to fill elite jobs giving rise to class polarization, the 'Yes Sir' syndrome where children are compelled into fear of authority, religious knowledge devoid of spirituality - among other things puts to question the make believe knowledge that schools offer the world over. Confusion confounded is the inclusion of computer studies. While not denying the benefits, regretful it is when such is outweighed leading to the loss of creativity which in turn is linked up with the loss of character. Modernizing education has always been top priority with scant respect for quality in churned products. Vernacular schools of yesteryear centred round the village temple considered all too outdated were replaced by some other in the 1833 Colebrooke reforms giving priority to a different schools system - the closure of some astound many ironically drawing the attention even of international agencies. School going has even been made compulsory. Why? One may ask. Why not all schools without exception go vernacular? asks another. But then, that's all another long story. |
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