It's whether you win or lose and not how you 'play the game'
Being both bane and blessing of man, language today has come to stay
as that part of modernism working more towards spiritual degeneration
far removed from its earlier position of soul elevation for those were
the days when great literary works flourished and the arts that
galvanised people into moral enrichment.
Facilitating moral degradation was the communication tool - all part
of State-of-the-Art technology which itself was part of modernity until
it was misused under modernism. That's so far as language misuse goes
with technological advancement.
Partial social frustration on the loss of values and norms is
widespread - a temporary phenomenon till that social breed accustomed to
such sublimity moves off the screen. Time is running out and that day
and age is not far away. Loss of values - generally attributed to the
celebration of the market - has, among other things, the misuse of
For instance, there was this Sri Lankan Professor, now a Malaysian
resident honoured by that State with the famous Dato title for his
intellectuality who had this to say:
"Accordingly, in language learning one finds the cognitive, affective
and psycho-motor components shaping and influencing the young mind all
In cognitive learning, he says, one learns only to identify. A for
apple, B for ball, C for Cat and there it goes. Thus in the affective
stage the child comes to be devoid of value orientation and at
psycho-motor state both identification and valuelessness are in the
Instead, the Professor was at hand with what he saw as a
value-motivated mechanism. "Why not have A for Allah, B for Buddha, C
for Christ and similarly the rest?" he asked and continued, "The child
then would learn what the great teachers stood for - of beauty of caring
ways, K for kindness, L for love and so on."
Certainly he could not have uttered anything better. Come to think of
it his alternative offering led this writer deep down to an exploration
of status quo of why and what has gone wrong in the resultant social
International organisations gloat over world literacy rates while
countries' boasting knows no end to such achievements. How far will
merely learning to read and write only help in arriving at social good?
If literacy is the yardstick to overall development how much such
success is visible? How much of social well-being do we see?
Cognitive learning does not in any way subscribe to value-centredness
except identification, as is my kick-off point. More so it has dulled
creativity and lacks perception. It only knows the difference between
objects and has lost grasp on sublime objectives. As a result, we know
only of winning and losing, missing out on how we played the game.
It concentrates only on the end achievement and not the means while
the means almost always do not justify the ends. Also we know only of
who a terrorist is, an insurgent, a fundamentalist, a black sheep, a
misfit, a stubborn child, but never ever perceived the causes leading to
Star class manipulation, grave insincerity, ruthless opportunism is
rampant - all of such deceit when (to use Susil Sirivardana's word) - 'technocratised'
- brings in a state supposedly of make believe - the existence of which
is mistaken reality.
Cognitive learning alone, bereft of aligning such learning with a
higher purpose, remains on the sensual plane, for one identifies with
sensory help while the other moulds a refined human being with noble
values. So then, how far has exploding literacy levels helped in
arriving at the latter?
Pre-nation state environs led to charismatic leaders. Literacy and
the alphabet's grasp, it knew not. Yet those leaders led exemplary lives
and even were seen as saintly kings, healer kings, and philosopher
Has the post nation state literacy achievements produced such
personalities? If not, why then the loud crowing over high literacy
levels? Doesn't all this point towards one eternal truth - the failure
of high degree literacy to produce men and women of integrity and
The much celebrated market itself - people of a particular generation
believe, is responsible for eroding values. But then that glorified
market itself is an outcome of cognitive learning based only on
perception free identification.
Over to you, the education authorities.