Fri. Jun 14th, 2024
Babar Khan

It is a globally accepted phenomenon and reality that human beings have unlimited potential, ability to learn, capacity for creativity, and inventions that need opportunities and environments to think critically, self-question and review surroundings, reflect on practices, experiment with new thoughts, explore options, trail and test ideas, and use human intellect and wisdom at their maximum. However, our structured curriculum and educational practices do not allow children, students, or learners to fully utilize nature’s gifted potential and talent that can benefit humankind’s ability to live and thoroughly enjoy life and its resources. As I reflect and think about our education system, the curriculum we have designed and the classroom teaching we are practicing limit learners’ thinking patterns, their way of looking at concepts and world views, and their implications for real-life context. As they study the introduced concepts, content, and topics, they focus and learn based on the teachers’ instructions and explanations, whereas they have very narrow opportunities to integrate their own life experiences into the classroom discourse and debate how their own personal knowledge, experience, and practices are relevant or irrelevant in the classroom context and how the classroom teaching is built on their experience so that they can make meaning out of both text and context. Therefore, I believe that our education system is somehow against the law of nature because nature has created human beings with an open mind to think through nature and the universe, explore hidden gifts of nature using their brains, and think critically about universal realities to develop connections between these concepts.

To understand how these concepts are interconnected and the way they operate, one must choose action as per their own will using their personal analysis and wisdom. The learner has to make sure that the action is on the right track and imagine freely about his or her future, lifestyle, earning, and shaping society as per his or her individual efforts, but how come we have restricted learners’ ability to learn and grow in a very controlled environment with limited content, under controlled instructions, in a specified time, in a restricted situation, and with many more limitations? For example, let’s look at language learning in the early years. Did the family develop a mother tongue curriculum for a child when he or she is learning mother tongue, or is it learned in a natural way by listening and practicing in a natural setting where family members are interacting and the child listens and assimilates the knowledge and foundation of mother tongue? He or she observes, listens, and practices with his or her mother and siblings while they interact at home, which creates an interactive environment. No one teaches grammar rules and forces him or her to learn the rules first and then speak. With the passage of time, he or she understands and becomes the master of the language in a few years’ time. Would this be possible in our school or classroom using this approach of utilizing children’s experiences and interacting with them in a natural way to shape their learning and growth rather than imposing content on them that is suggested by an adult? Can we gradually help the child learn the level of content as per his or her aptitude and intrinsic motivation? I would like to open a discussion here about how we can make our education system, teaching practices, and learning environment closer to nature so that our children can feel connected with natural laws and processes of learning and development. They feel engaged in learning, take responsibility for their own learning, and frequently question themselves about why they are here in society and schools and what they are expected to do in their individual capacities to shape society at large. Thinking over these aspects of human life and our educational practices, I would like to pose a few fundamental questions below.

  1. Are we educating our children, or are we just providing them with literacy and numeracy skills along with some factual knowledge?
  2. If we say we have educated them, do they really know what education means?
  3. How has education at school, college, and university transformed their lives? Does it?
  4. Do education and learning enable us to understand the laws of nature (modesty, respect, honesty, credibility, ownership, acceptance, diversity, and more)?
  5. Do our education and teaching explain and help us understand that there is plenty for everyone? If so, why are we fighting for resources and engaging in corrupt practices through misuse of power and positions?
  6. Does education teach or enable us to understand the concept of oneness that we return to the origin from where we came from? If so, why do we have so much greed?
  7. Does education at each level promote peace, harmony, and working and living together? If not, why do we need schools, universities, and, finally, education?
  8. If our response to the above question is positive, then why is there so much unrest in our societies? If the response is negative, then why are we investing resources, time, and energy in such an unproductive intervention?

I am posing these questions because I am not really satisfied with the outcome and impact of education on our society, as most of the unrest and conflicts are led by “so-called educated groups” who hold top positions in decision-making. These leaders are educated and literate; however, their feelings, emotions, and associations for human beings are far away from natural laws, which are kindness, forgiveness, honesty, transparency, the true symbol of peacekeeping, and missionaries of collaboration and networking. Hence, I propose to develop a framework of education that is based on some fundamental questions for each grade as per their level rather than restricted content, and these questions must be integrated to cover multiple disciplines, including pure science, humanity, ethics, and civic responsibility. It is the learner who can search for the content to respond to these questions with justifiable evidence and the examination, or, I should say, The assessment mechanism must be so comprehensive that it covers his or her contribution through the period of his or her engagement to respond to the questions, so he or she is now introduced to a new set of questions. And the introduction to this new set of questions must not be conditioned by the number of months and days (I mean academic year), but rather by the learner’s ability and the quality of the response the learner produced. If the learner is capable enough to respond well before 365 days (let’s say 200 days) then why he or she  wastes 165 days waiting for a new set of questions.

By Babar Khan

Mr Babar is an Educational Professional with a hallmark experience in education, particularly in Teacher Education, and contributes to the enhancement of capacity and productivity of the organization, with an excellent set of leadership skills and commitment.

3 thoughts on “Education and the law of nature”
  1. Excellent writing. when human beings went to against the law of nature. so they suffer many societal, emotional and psychological issues!!!!!!!!!!!!!!!!!!!!!!!!!!!

  2. سمندر کے مینڈک اور کنویں کے مینڈک کے مشاھدات اور اپروچ کے فرق پر بات کی جاتی رہی ہے،
    کیا آپ نے کبھی سوچا ہے کہ
    لیبارٹری میں ڈبے میں ڈائسیکشن کے لئے رکھے مینڈک کی مثال ھماری اسکول سسٹم کس پر فٹ آتی ہے؟
    کیا واقعی ہمارا اسکول سسٹم سمندر سے مینڈک پکڑ کر ڈبے میں قید کر رہا ہے.

    ایک سوال یہ بھی ہے کہ جو شخص بالآخر اپنی تعلیم مئٹرک فیل بتاتا ہے، اس کو کتنے سال اسکول جانا ضروری ہے؟

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