What is Education?
That was the question of the day yesterday. My students were in mid-term exams, which, thank Shiva, consume only 1.5 or 2 days a term (I know nothing about frequency), and so on the first day, I visited a couple other RDF funded schools. RDF, the Rural Development Foundation, in India, and with sister organization IRDF (India Rural Development Fund, a non-profit organization) in the USA, runs the schools and were my contact to the school. You can find their website by clicking here.
Anyway, so I visited two other primary schools in the area, both about 10 km away from Kalleda Rural School (KRS), where I have been teaching. I also visited the Junior College, which is next door to KRS and continues to be under construction. Presently, they have two classes each for two years. When visiting, the assistant principal asked me, since I had no school yesterday, if I would teach a couple classes. A “couple” became four, and amounted to 75% of the school. Because the 9th grade as KRS was also finishing it’s exams in the morning, I had to return to KRS in the later afternoon to teach the two sections there and teach the teachers class. More efficient use of my time (and here I thought I would have a break!).
Anyway, so for a single class in a vacuum, I was in a quandary about what lesson to teach. No chance for carryover or follow up. Only one class. “Junior College” students, which were actually 11th and 12th grade, and equivalent in age to our 10th and 11th graders. So I did what I usually do, I brought two lessons. The first was my lesson using Chapter 1 of The Little Prince, modified for a simple-English reading audience. I love this lesson because Chapter 1 is relatively self-contained, and it has a lot to say for folks who are looking to read into it.
Unfortunately, it has too much to say, and the students were having too hard of a time just grasping the entire situation to do any good analysis into the story. So I abandoned it for my easier lesson, which was quite a bit less “subtle,” shall we say.
It opens with the question, “WHAT IS EDUCATION?”, which I write on the black board, and spend a while having the students give possible answers. The trick, of course, is to keep on pressing the students until they run out of “learning! studying! doing when in school!” and have to jump to other areas and levels of life. “Discipline” was common; some students said, “developing myself,” “living a good life,” “learning anything,” “going from uncivilized to civilized,” and “going from illiterate to literate.” It was fun in the first class, I began to ask the difference between the last two, but before I could get the question out, one of the students said, “But illiterate people can be civilized!”
Then, I handed out the article I wrote, partially inspired by a short quote from, who else, Harry Chapin. They read it, and after some comprehension questions, we moved to the “analysis questions” which examined the article in the context of school and education, asked why we don’t teach “these questions” in schools. We then go back to the What is a good education? question and look at possibly conflicting answers on the board. I try to finish by raising the questions “Who defines ‘education’”, “what is a good education”, and “how do we make sure that people are learning this good education”?
Of course, these are questions I can’t very well answer, and I had it pretty well timed that I could leave most of the classes very appropriately with one of those questions hanging at the end. Devious, I know. A couple times, to my amusement, a student would ask me, “Ok, can you give us the answer now?” Although I would usually immediately reply (for the sake of irony), “Why would I ask you a question if I knew the answer?”, I would lead to the more appropriate question, “If we knew the answer to this question, why wouldn’t we have done it by now?” When I could, I would point to a student’s answer of What is education? that involved discovering new things, but not all classes had that. I also was amused by a young woman that said, in regard to the reading, “You don’t talk about poor people in USA schools because there are none!” and a dispassionate young scientist who, holding science above consideration for starving people, said, “If we want to know what the people ate, we can send the students to watch them and write it down, since they’re not going to class.”
Then, in one of the classes, we were completing the circle and had finished our questions on what a good education is. We were now talking about Who defines education? and How do we make sure our children are learning a good education? One wonderful young woman called me over and said, “Can I say education is Facing problems and trying to solve them?” She actually didn’t quite say it like that an strugged with some of the words. But, Eureka! I wrote it on the board to show the class like this “Facing problems and Trying to solve them.” I said I don’t know that I can say that this is a final answer, but I really like this answer, because (1) it involves actually facing the problems- not ignoring that they are there, not writing them out of the textbook, but facing them. And (2) Trying to solve them. It doesn’t say you succeed in solving them, because there are lots of problems that have not been solved in the history of civilization, whatever that is. But it is facing them, and trying to find answers, that is, possibly, a good definition of education.
And for your reading enjoyment, I give you the article itself:
Different Types of Education
The education you get from school is extremely valuable. It will help you to become a doctor or a teacher or an engineer. There are, however, some important things that school does not teach, and there is no way to know if children are learning these things.
Let us think about the US holiday of Thanksgiving. Thanksgiving is a very important holiday for people in the USA. It happens at the end of November, and people will travel long distances to come together for dinner. For many families, it is the biggest and most important dinner of the year.
For people who live in the Northern USA, Thanksgiving has even more importance. The last harvest begins in October, and the weather becomes cold in November. Often, the first snow storm will happen before Thanksgiving. For many, Thanksgiving is the last day that they can play sports outside, and the dinner has foods from the growing season that just ended. After Thanksgiving, people will need to either buy food that is sent by truck from the South or eat food they have stored from the warmer months.
Because it is now too cold to grow food, Thanksgiving is often the time when schools will have a food drive. Students will go from house to house and ask their neighbors for food to help give a Happy Thanksgiving to the poor and hungry in the community. This has become a tradition in the USA, and many schools collect hundreds or thousands of kilograms of food to give to poor and hungry people.
Please imagine the Monday after Thanksgiving. The students have finished their vacation and are coming back to school. They remember the big dinner for Thanksgiving, visiting their aunts and uncles, and playing the last sports games outside. They also remember the food drive that happened on the last day of school. Now, imagine the morning assembly, and think about what would happen if the headmaster gave this speech:
“Attention everyone! Teachers and students! Our food drive last week was the biggest food drive in the history of the school! We collected enough food to feed 193 families for the entire week of Thanksgiving! Now, we just have one question to think about, and we are going to try to solve it now. We are going to cancel all of our classes for the entire week, and we are just going to see if we can find a good answer to this question. The food drive brought in enough food to feed 193 families for the entire week of Thanksgiving.” The headmaster pauses, and then continues, “Now, what are those 193 families going to eat next week?”
This is an important type of education that is not taught in schools.