We ask our students, “Why do you study”? The immediate replies from the students include: for grades, admissions, ranks, bright future, happy parents. Surprisingly, no one thinks of knowledge.
We explain to our students that it is very important to be knowledge-motivated and not grade-motivated. Not that grades are of no importance, but grades follow knowledge. Grades are merely scales by which we measure knowledge. Grades do not constitute knowledge. This distinction is vitally important. There are two negative aspects to grade-motivated learning. One is ego, and the other hostility. We always acclaim the toppers. Our actions boost the child’s ego. A child whose ego is thus inflated refuses to accept failure. Thus, the joy of learning is slaughtered systematically.
The second aspect is hostility. Grade-motivated studies make a child hostile. All teachers must have noticed a certain unwillingness among the students to discuss their grades when answer scripts are returned after evaluation. This behaviour is symptomatic of a deeper problem – fear and jealousy. Fear, that one’s own grades may not be good enough. Jealousy of others who manage to get better marks.
If only learners are knowledge-motivated, there is no place for ego or hostility.
As we preach about the value of knowledge-motivated studies, students ask: “But, doesn’t everyone go by grades ?” True, No escape. We have no answer! The students who questions are intelligent, though not toppers. They do not reproduce textual matter admirably, but they arrive at the right answer originally. They have a number of questions to ask, genuine doubts ! But the teachers call them troublemakers !
But why dislike troublemakers ? The answer unfolds. The ego of the teacher is intact when a student is ignorant. An ignorant student gives us the feeling that we have imparted knowledge. A “troublemaker” makes us scared. Scared that our own ignorance may be exposed.
The teachers have ceased to be knowledge-motivated. Ego leads , and learning takes a back seat. We hold on to grades for dear life, to save my ego. Grades tell the world that we are good teachers. If a student does not perform well, we can always force him/her to do so; put psychological pressure. At the basic level, it is a question of survival. If we cannot produce good ranks, we may be shown the door. Good grades help institutions too. The most pitiful part is the abuse of good grades by parents. Grades are used to define successful parenting.
We all go by grades, because they create and spread myths – myths about parents, teachers and institutions. What lies beneath is insecurity, selfishness, hostility among parents, teachers and institutions. A parent shows off the good grades of his child. The teachers of the toppers shows off their pride, while the others panic. The institutions advertise their position in the education arena. Of course, hostility is never obvious, we learn the art of covering up as we grow.
It seems, teachers, parents and institutions need a lesson in morals first. We have created a system that encourages selfishness. We try to cleanse our souls by empty moralizing. But ego and hostility can only breed more ego and hostility. One cannot dress up ugliness with manicured fingers, lack of culture with table manners or ignorance with good grades. Similarly, one cannot cover up a moral vacuum with empty talk.
We explain to our students that it is very important to be knowledge-motivated and not grade-motivated. Not that grades are of no importance, but grades follow knowledge. Grades are merely scales by which we measure knowledge. Grades do not constitute knowledge. This distinction is vitally important. There are two negative aspects to grade-motivated learning. One is ego, and the other hostility. We always acclaim the toppers. Our actions boost the child’s ego. A child whose ego is thus inflated refuses to accept failure. Thus, the joy of learning is slaughtered systematically.
The second aspect is hostility. Grade-motivated studies make a child hostile. All teachers must have noticed a certain unwillingness among the students to discuss their grades when answer scripts are returned after evaluation. This behaviour is symptomatic of a deeper problem – fear and jealousy. Fear, that one’s own grades may not be good enough. Jealousy of others who manage to get better marks.
If only learners are knowledge-motivated, there is no place for ego or hostility.
As we preach about the value of knowledge-motivated studies, students ask: “But, doesn’t everyone go by grades ?” True, No escape. We have no answer! The students who questions are intelligent, though not toppers. They do not reproduce textual matter admirably, but they arrive at the right answer originally. They have a number of questions to ask, genuine doubts ! But the teachers call them troublemakers !
But why dislike troublemakers ? The answer unfolds. The ego of the teacher is intact when a student is ignorant. An ignorant student gives us the feeling that we have imparted knowledge. A “troublemaker” makes us scared. Scared that our own ignorance may be exposed.
The teachers have ceased to be knowledge-motivated. Ego leads , and learning takes a back seat. We hold on to grades for dear life, to save my ego. Grades tell the world that we are good teachers. If a student does not perform well, we can always force him/her to do so; put psychological pressure. At the basic level, it is a question of survival. If we cannot produce good ranks, we may be shown the door. Good grades help institutions too. The most pitiful part is the abuse of good grades by parents. Grades are used to define successful parenting.
We all go by grades, because they create and spread myths – myths about parents, teachers and institutions. What lies beneath is insecurity, selfishness, hostility among parents, teachers and institutions. A parent shows off the good grades of his child. The teachers of the toppers shows off their pride, while the others panic. The institutions advertise their position in the education arena. Of course, hostility is never obvious, we learn the art of covering up as we grow.
It seems, teachers, parents and institutions need a lesson in morals first. We have created a system that encourages selfishness. We try to cleanse our souls by empty moralizing. But ego and hostility can only breed more ego and hostility. One cannot dress up ugliness with manicured fingers, lack of culture with table manners or ignorance with good grades. Similarly, one cannot cover up a moral vacuum with empty talk.
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