It is a non-negotiable truth that the modern education system in our country suffers from various problems. One of the most important is the lessons taught to students that are compulsory, predetermined and outdated, and unable to adapt to the students’ particular inclinations and interests. Compulsory and forced parroting is defined as a way of learning lessons, while most students forget their bulky subject matter in a short period. For each class, a single book is offered that supports only one truth instead of listing the various facts or data in such a way as to contribute to the development of students’ critical ability.
Why, even though children enter school with a willingness to explore the whole world and discover new knowledge and new truths, gradually lose all the imagination and creativity that characterizes them? Do they lose their appetite and interest in the education system and are limited to a boring -“professional” – course attendance? What is the real reason that children spend 12-16 years on desks accumulating a considerable amount of information that does not translate into meaningful-practical knowledge and skills while at the same time lose the satisfaction they were drawing from playing?
We observe that children from a young age have the innate curiosity to learn, since from 2-3 years old they continuously ask, dig, search, try everything; they hear their inner voice directing them to what they instinctively like. But when school starts, the questions and quests stop abruptly, as the school gives them the books that will “solve” all their questions.
The evaluation system adopted in the education system is entirely in line with our society’s evaluative standards. Thus, the “first” is considered the most successful and best as he meets the “wrong,” many times, evaluation criteria set by the education system. In contrast, the “second” and everyone else is not equally worthy, and the effort they have made is not recognized and rewarded. In short, the modern school rewards the first and disappoints everyone else. The rest of the students, frustrated, are closed to themselves and do not take the initiative since the system does not accept them without the necessary good performance “to progress in life.” Thus, these children gradually consolidate the perception that they are not worthy and do not have potential. These harmful “plans” usually follow them throughout their lives, resulting in low self-esteem and self-confidence.
This reward system, which applies to both courses and sports and the arts, favors only champions, and the others with not-so-good performances usually give up trying.
The modern education system also promotes competition through calibration, resulting in vain and self-centered people who are always chasing the lead. From the first years of elementary school, children are introduced to the competition through grading and competitions. Is this how children gradually become “robot” people who do not develop appropriate social skills, ignoring their fellow human beings, remaining individualistic and unhappy?
All paths lead us to create a multi-choice school, where each child will have the opportunity to come into contact with multiple subjects, try, experiment, and finally deal with those that excite and please him.
Wouldn’t it be more meaningful if the school provided children with various stimuli through which things useful for life and themselves can be taught?
Perhaps the best way to learn is the experiential and not the theoretical. Through exploration and testing, children learn effectively. We can include in the school curriculum exciting classes for children, such as photography, cinema, cooking, construction workshops, theatrical play, musical-motor game, oral and written games, fantasy and expression games, but also activities that interact with the natural environment (farm crops, paper recycling teams, gardening, educational trips to natural sites of particular environmental interest).
It is also necessary to create courses that will contribute to the improvement of children’s lives, such as psychology, self-awareness, sex education, vocational guidance, effective time management, as well as lessons that will show children ways to become worthy professionals and to realize healthy relationships and happy families.
Why not look at the example of children playing for the joy of the game and not caring about whether they win or become champions? The school must become responsible for cultivating noble competition and solidarity through kinetic – sports activities, team games, games of cooperation, and integration into a team.
Our children now need a different school, creative that will help them build a complete and virtue-rich personality and have the right resources to deal with the world’s difficulties that opens up in front of them. Growing up, children will learn to see life as a happy game, in which they are delighted to participate since they deal with the things that please them and follow their interests. Is this how we will raise happier children who love themselves for what they are and not for what they can do, who will evolve into happy and kind adults who work because they love what they do and not make more money? Will these adults be satisfied in their personal lives and create united and happy families and carefree children who grow up with moral principles?