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Though the twenty firstcentury has been witnessing unprecedented growth and development in the areasof information and communication technology, globlization and privatisation,the increase in the rates of antisocial behaviour , depression and suicide revealsdeterioration in the mental well being of the person, which is not in par withthe social development. Much alarming is the fact that a number of thoseinvolved in these acts are youngsters.

The present day theadolescent struggles so hard to keep pace with the demands of modern lifewithout resolving the inner dilemma caused by fragmentation of families,competition in institutions of learning and degradation of the moral values inthe society.The prime function ofeducation to empower and enable children to face life with courage andconfidence and to facilitate qualitative transformation of personalities. Theeducation system should be organised in such a way that it emphasises themoulding of personalities.Defects of Present EducationSystem  According to Bill Beatie, “Theaim of education should be to teach rather how to think; rather to improve ourminds, so as to enable us to think for ourselves, than to load the memory withthe thought of other men.”Ebel (1969) has stated thatthere is some reason to believe that educational can reduce originality andcreativity. This negative effect on creativity on most marked whenexaminations, instructional materials and processes all emphasize learning  by rote and the goal is centred on gettingthrough  examinations. The great questionis : What happened to the enormous and universal human resource ? The answerlies in the system of education, which is concerned mainly with acquiring abody of knowledge, memorising facts, and finding answers to problems – all ofwhich are already known to someone else rather than with creativity.

a.      Aims of EducationKhire (1977) has remarkedthat the present educational techniques and curricula aim to meet therequirements of developing a specific kind of cognitive ability- intelligence.Free, flexible and original thinking , which often departs from the setpattern, does not receive due respect.b.  Role of TeacherLefrancois (1972) hasemphaised that the teachers are rigid, rule-bound and authoritarian. Theystifle creativity in the students by insisting on excessive conformity toabritary regulations, giving high grades for neat correct unimaginativesolutions, to problems executed and reported in exactly the prescribed manner.There is no regards for those students who may be different  or may play with wild and imaginative ideas.Mathur (1977) has mentioned that it seems by our routinized trained teaching,consciously  (a) we do not let  children be children, (b) we developpredetermined habits approved by us, (c) we restrict their behaviour, (d) we donot allow them to think in the way they like to, (e) we put them as if inmoulds, and (f) we stifle free thinking, free action and expression.

Ahmed andJafri (1973) has pointed out that unfortunately teachers have to work undervarious constraints. One of these is syllabus which contains a lot of dead-woodbut it has to be coverred in its entirely.c. ExaminationExamination system whichputs a great premium on memory and factual knowledge. Examinations moulds theteaching methods and standard techniques employed in the classroom drill andgrill.Torrance ( 1959) hasconcluded that high IQ  (as against highcreative) students tended to be both better known and better liked by theirteachers.

Thus it becomes very clear that educational system does not recognizeand nurture the creative talent of the students going waste.  Importance of CreativeEducationAbdul kalam, an eminentscientist and Missile Man of India once shared his conversation with great ladywho came from Finland to share the practices that helped their country to beplaced at the top position in innovation index 2007.When she was asked thequestion, “How do you make your country the No.

1 nation in innovationIndex?” her reply was as follows :Education, Education, RightType of Education and Women Education Here, the term “RightType of Education” refers to creative education. According to Abdul Kalam,the first things a nation needs to become innovative is  creative education.”Imagination leads toCreativity, Creativity blossoms thinking, Thinking provides knowledge,Knowledge results innovation and innovation makes the nation great.”Creative education is themost advanced methodology in which classrooms, teachers and syllabus areimaginative. Creativity in an education system either in primary or insecondary education can surely be achieved by a creative curriculum.

Especially,the 21st century education system requires a creative curriculum in order tomake students more innovative as it’s surrounded by enough tech resources.SignificanceEducation throughout theworld faces challenges, and they may be economic, technological, social, andpersonal. Today’s students need to cope with the challenges of life in thecomplex world instead of just being prepared for society’s needs and economicpurposes.

This requires a high degree of flexibility and adaptability of theeducation system to these challenges. The students need to learn how to learnby understanding the value of meaningfulness of learning, which leads them togenerate original ideas rather than reproducing taught material. In thissituation the teacher must help students to focus on imagination rather thanmemorization. This implies that the system of education needs to focus on theprocess of creativity rather than value added concept, on flexibility ratherthan an orderly atmosphere and on innovative thinking rather than teaching andlearning material.

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