Creating stimulating learning environments
One of the major drawbacks of India’s school education system is its over-emphasis on classroom learning. Excessive focus on formal instruction persists despite widespread awareness within parent and teacher communities that what we learn in school is soon forgotten, while a great deal of significant learning takes place outside structured classrooms. For instance perspectives, attitudes, values and numerous skills and character traits are assimilated by children in early childhood through a process of osmosis as they observe family members, teachers and peers. Learning is an extensive and complex process, a palimpsest where layers of knowledge get imprinted without older ones being erased. It includes cognitive, moral, emotional, ethical, spiritual and aesthetic knowledge absorption from human experience and wisdom passed down from generation to generation. It encompasses diverse processes — cultural sophistication, etiquette, manners, behavioural and other societal norms — all of which lead to the growth and development of human beings. Our larger environments and interests provide opportunities to learn and grow. Homo sapiens have been learning from different situations through the ages. For instance for early man, survival was a struggle. He learned to find shelter in caves to protect himself from the fury of nature and wild animals. He learned the benefits of living in communities and working co-operatively. For this, communication was necessary, so he gradually built language from grunts, gestures and primitive sound combinations. He started to build mud houses and shape tools from stone and wood. Also, from time immemorial, apprenticeship, i.e observation and absorption of skills by living in the environment of a profession, developed into skilled craftsmen’s communities. The present day practice of internship for medical practitioners, business management students and chartered accountants flows from these ancient traditions. My experience of dealing with thousands of students has led me to the conclusion that by setting seemingly impossible challenges, teachers can stimulate children to think creatively and innovatively. Learning is prompted by setting calibrated challenges: if the bar is set too low, students won’t learn; if it is set too high, they may be overwhelmed and give up. Moreover all through human history, experience and experimentation have advanced learning. Experiments which provide beneficial outcomes are retained and failed ones are discarded. Indeed, real learning is achieved with directed exploration, experimentation and observation, and through the encouragement of reflection in students. The best way to stimulate learning is by igniting every child’s innate desire to learn and grow. In this context, it’s pertinent to note that Nobel laureate Rabindranath Tagore did not attend formal school. He was a self-taught individual who learnt all he needed to learn in his father’s library. Curiosity is inborn in human beings. A newborn begins to make sense of the world to satisfy this instinct. A sense of wonder and curiosity to learn opens up daily opportunities to explore the environment and natural phenomena. When, why, where, what, who and how are the best teachers of mankind. Curiosity has also led our species to develop greater awareness of the world…
