What exactly is education?
Our national and local government officials have been deeply immersed in corruption charges for decades. In the midst of so much political and economic turmoil, we, school teachers at times heave a sigh and ask ourselves whether educational institutions are actually teaching what they are supposed to teach. I think it would be helpful for us teachers to direct the following question to ourselves: "Am I teaching what I am supposed to teach?" I remember my professor in UP throwing a thought-provoking question to us, "Most of our national government officials are highly educated. How can university educated individuals cheat his fellow countrymen?"
The first thing we have to resolve here is our definition of "being educated." Does it mean being well adept in Math, Science, and English? If time comes when our children can compete with Japanese and Singaporean kids in Math and Science and emerge as the champions, could we already tag these Filipino children as educated? I think the classic question, what is education? , ought to be a topic for discussion in our faculty lounges and educational seminars. Resolving the question of what true education is, it seems, can bring about so much sorely needed changes in our educational system.
Allow me to share to you what I think education is. Booker Washington once said that the education worthy of the name is education in character. For us who have been teaching for quite some time, we have heard a zillion times the significance of character education in children. Our government saw this need and for that reason, we have had school subjects like GMRC, values education, and now, the Makabayan. These efforts are certainly commendable and ought to be encouraged. However, after decades of implementation of these programs, how come we have winded up with the reputation of being one of the most corrupt countries in Asia? I think this is a signal that a major overhaul in the character education program of the country is urgent.
What should we exactly do? Personally, I believe that character education should be a concern not just of one teacher teaching GMRC, or values education, or Makabayan. Rather it has to be a concerted effort of the entire school community. The more teachers inculcating character in the students, the better. I do not mean here transforming a Math class into a lecture on honesty or generosity. I believe that a good Math teacher, for instance, can teach honesty and generosity without even giving a lecture on the topics. If he strictly enforces the no cheating rule during an exam, commends those who tell the truth, and reprimands those who lie, he is actually teaching them honesty. If he gives a remedial class to those who are weak in Math and always has time for those who approach him for help, he is fostering generosity in his students. Such a teacher is effective in teaching character education because he teaches it with his life! I was saddened when an acquaintance working in a public school told me that there are many teachers in their school who are palaliguy. How can we teachers inspire our students to take their studies seriously if they do not see us often in the classrooms?
A strong character education program starts with a strong commitment on the part of the educators in a school community. This is the key: commitment. No matter how beautiful the character education program is, if there is no commitment from the parents, teachers, and staff, such a program is simply bound to produce very little or no result at all. The more committed persons there are in instilling character, the better. It is of great value, therefore, for school administrators to check the level of character education commitment of every single agent in the school. Evidently, the administrators should start examining their own commitment. Answering the following questions can shed light on the level of one's own character education commitment: Am I bent on living, come what may, the virtues that characterize good character, such as truthfulness, integrity, generosity, hard work, and love for God? Do I strive to live these virtues whether I am alone or with others? Do I communicate to my colleagues and students through word or example the significance of living these virtues?
As we begin a new year, my wish is to see more and more teachers making the commitment to strive to live a life of virtue. Indeed, the best way to inspire the youth to improve themselves is for them to witness adults struggling to be better persons. As Mahatma Gandhi said, "You must be the change you want to see in the world."
(The author is a faculty of Westbridge School in Iloilo City)