Alongside this, alluring perks such as mandated curriculum, affordable tuition, and latest educational equipment are the usual marketing strategies of schools in attracting parents to buy their services. Unfortunately, as they patronize such marketing gimmicks, parents allow themselves to be swallowed by the industrialized model of the country’s educational system.
According to international author and speaker Sir Ken Robinson, an industrial model is a manufacturing archetype based on a systematic process. In this set-up, educators shape the learners according to how the system works—that for each succeeding grade level, students should meet the school system’s standards. Passing subjects with flying colors will definitely be acknowledged. But despite this systematic approach, a point must be considered—are the learners fully equipped with what they really need to know?
Anything sold in the market is deemed useful so long as it serves its purpose. However, industrialized education presents the two sides of the coin. Yes, it is helpful since it is in an institution where an individual learns to socialize and acquire practical (and non–practical) things in life at the same time. But the fact that
educational institutions follow a rigid process, it actually obstructs a person’s natural ability to learn employing his own understanding, pace, and time.
The purpose of education is defeated since in this set-up, a learner is forced to believe that he actually learns the basic skills needed for survival, when in fact, he does not. The learner sits still for hours, bears with dull classroom discussions, and pours over books and handouts memorizing random worldly facts. But if one would look at this more carefully, the process does not constitute education at all. Today’s definition of education has been reduced to what I would like to call as “mere schooling”–the act of going to school, but not learning at all. It is ironic that learners are enrolled in the system to be educated, but they end up as robots as they are left with no choice but to conform to the school’s standards.
Again, in the words of Sir Robinson, “We have built our education systems on the model of fast foods. And we have sold ourselves into this fast food mode of education. It is impoverishing our spirits and energies as much as fast food is depleting our physical bodies.”
Fast foods are standardized and so are many schools. In meeting standards, the learner gets engrossed in the system, sheds his natural self, talent, and ability, and follows the mechanical aspect of this process.
Just like what Sir Robinson said, education somehow dislocates people from their (many) natural talents, making learning a dull cycle. I therefore say it is in reaching educational standards that a portion of a learner’s creative aspect is left to die a natural death.
According to international author and speaker Sir Ken Robinson, an industrial model is a manufacturing archetype based on a systematic process. In this set-up, educators shape the learners according to how the system works—that for each succeeding grade level, students should meet the school system’s standards. Passing subjects with flying colors will definitely be acknowledged. But despite this systematic approach, a point must be considered—are the learners fully equipped with what they really need to know?
Anything sold in the market is deemed useful so long as it serves its purpose. However, industrialized education presents the two sides of the coin. Yes, it is helpful since it is in an institution where an individual learns to socialize and acquire practical (and non–practical) things in life at the same time. But the fact that
educational institutions follow a rigid process, it actually obstructs a person’s natural ability to learn employing his own understanding, pace, and time.
The purpose of education is defeated since in this set-up, a learner is forced to believe that he actually learns the basic skills needed for survival, when in fact, he does not. The learner sits still for hours, bears with dull classroom discussions, and pours over books and handouts memorizing random worldly facts. But if one would look at this more carefully, the process does not constitute education at all. Today’s definition of education has been reduced to what I would like to call as “mere schooling”–the act of going to school, but not learning at all. It is ironic that learners are enrolled in the system to be educated, but they end up as robots as they are left with no choice but to conform to the school’s standards.
Again, in the words of Sir Robinson, “We have built our education systems on the model of fast foods. And we have sold ourselves into this fast food mode of education. It is impoverishing our spirits and energies as much as fast food is depleting our physical bodies.”
Fast foods are standardized and so are many schools. In meeting standards, the learner gets engrossed in the system, sheds his natural self, talent, and ability, and follows the mechanical aspect of this process.
Just like what Sir Robinson said, education somehow dislocates people from their (many) natural talents, making learning a dull cycle. I therefore say it is in reaching educational standards that a portion of a learner’s creative aspect is left to die a natural death.
YR 47 Issue 1 2011
Perspectives
Hakuna Matata KRISTINE ELIZABETH B. DIHIANSAN
EDUCATION as a right has been reduced to an object subject for trade in the market. For the past few years, this institutional process that was supposed to be enjoyed by each and every person turned out to be a victim of a commercialized society.
In the market, vendors would unceasingly call the attention of buyers and offer their products to gain larger profit. They will outwit other vendors by presenting their commodities in the best way possible.
This scenario can be compared with how education works in the country—top officials of most schools act as vendors, parents play the role of buyers, education serves as the commodity, while children are left
as recipients of this mechanical process.
In the market, vendors would unceasingly call the attention of buyers and offer their products to gain larger profit. They will outwit other vendors by presenting their commodities in the best way possible.
This scenario can be compared with how education works in the country—top officials of most schools act as vendors, parents play the role of buyers, education serves as the commodity, while children are left
as recipients of this mechanical process.
Perils of commercialized education
Year 47 | Issue 1 | 2011
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