The Role of The Teacher
The centrality of the role played by the teacher in the process of education cannot be overemphasized. In this age of cyber warfare and virtual classroom, one may be swayed by the assumptions and possibilities of teacher-less class-rooms. But to belittle the importance of the teacher can be very damaging. Human interaction leads to greater learning as it is a social activity. True, an ill-equipped teacher with no sense of purpose and with ambiguous motivations can be damaging. According to H.H The Dalai Lama., “A teacher must be trained, learned and studied.” According to J. Krishnamurti: For the true teacher, teaching is not a technique, it’s his way of life as a great artist he would rather starve than give up his creative work. Unless one has this burning desire to teach, one should not be a teacher. It is of the utmost importance that one discovers for oneself whether one has this gift, and not merely drifts into teaching because it is a means of livelihood.” We should never lose sight of the true objective of education. The objective is to transform manav into Madhava-to help man grow into divine perfection. We also have to make education relevant to the emerging global needs. Poverty alleviation, removing social imbalances, managing and countering threats to our social institutions and bringing about a peaceful world order are the new challenges, equal to which our educational ecosystem have to rise. Roots of Peace Education The educational attainment of any society is determined by economic prosperity. But this prosperity of the people is of no big use if the people are at a perpetual conflict with the self and with each other. The foremost among all global initiatives to formulate a new world order and a development agenda is to eradicate illiteracy, poverty, hunger and disease. Education for all (EFA) and the Millennium Development Goals (MDGs) have primarily focused on accelerating progress towards eradication of illiteracy, improvement of quality of learning and elimination of all forms of disparities in educational access and attainment (Nworgu, 2011). Central to these ideas is the need for developing a harmonious society. Inequality, injustice and denial of opportunities are at the core of forces that create friction and conflict. A teacher’s obligation to her student can best be summarized by what professor Jacob Neusner in his commencement address said,” What it means that you (students) are going to learn in a way which you can learn only here and nowhere else; that is the social contract of the classroom: it is what we promise you and it is what you must demand of us.’ Apple and Beane (2007) further stressed that school plays an important role in laying the firm foundations of a democratic society. Teachers’ interventions in the early years are even more critical. Life cycle skill formation is a dynamic process in which early inputs strongly affect the productivity of later years (Heckman2006). The key role of a teacher in imparting that respectful experience to the students is unquestionable (Anserson, Klassen and Georgion, 2007). Such an important goal can be achieved if the teachers are prepared to value the true meaning in what they do. Teacher reorientation according to Zerin (2005) prepares them to appreciate the diversity of human beings, helps them recognize that all students have potential and encourages in the teachers' creative ways in individualized instructions. More than any other institution, schools are charged with making equality of opportunity a reality (Duncan, and Murnane, 2011). Only a strong value commitment to social justice -a key to peace, and its practice in school by the teachers will result in success for all (Stevenson, 2007), resulting in further in human unity. As Zerin (2005) says, teacher preparation and reorientation alone will ensure the way we find creative solutions and recognize the diversity and potential of our students. Kohlberg and Mayer (1972 ) said,“The aim of education is to develop the students”. A cycle of continuous learning for the teachers alone can ensure that those entrusted with the responsibility of developing students develop themselves first. We have to be supportive. participative, transactional and transformational as educators. 21st Century Learning There is complete agreement that 21st-century learning is about developing critical thinking, problem-solving ability, communication skills and learning how to learn. Another very important characteristic is the need for developing collaboration. The scene in the broader context it is not difficult to derive from this the emphasis on coexistence, interdependence and accommodation. Connectivity and collaboration can fuel new global networks (UNICEF 2014). It is quite urgent therefore that developing world citizenship is treated as the core agenda of all educational systems. As Seymour Papert says, “We need to produce people who know how to act when they are faced with situations for which they were not specifically prepared. “ Technology is a great enabler. It has brought people and communities together. It has defied borders, geographies and rigid notions of ownership, power and entitlements. If we use technology wisely it could be a great companion in creating pathways to love and compassion so essential to achieving peace and unity.
Comments