Finding the starting point

img_5791Opportunities for learning have never been more extensive and accessible as they are today. The digital era opens the opportunity for anyone to learn any field, whether academic, technical or artistic.

Everything anyone desires to learn is literally at the distance of their fingertips and often under the guidance of world class experts. The major difficulty is actually choosing an appropriate package for oneself from among the many resources offered. Indeed, the offer is so overwhelming that it exceeds our ability to actually conceive it. Clearly, it is necessary to find a pathway, a starting point from which to navigate.

Some areas  of discussion on education and methodology will be phased out if we really enter into and seize the opportunities of the digital world. The controversial discussion regarding the role of the teacher and the conflict between the focus on content and processes, will tend to dissipate before this magnitude and diversity of learning opportunities.

How is it then that we have not taken full advantage of what the digital age offers? And how can we find that starting point?

From my observation of the educational process, while working in the Amún Shéa School in Morazán, I would argue that the current process of teaching and learning in general is governed by imitation. Many teachers do not teach from their own knowledge of the subjects, but reproduce the style and method of teachers they studied under during their own educational process. This lack of comprehension skills is replicated in students, cycle after cycle. It then radiates out into all areas of society where the norm becomes a game to provide the correct answer, albeit without much real knowledge of the subject.

This same phenomenon can be  observed daily, even outside of school. In my activities in tourism, as owner of the Hotel Perkin Lenca, on a daily basis I see the difficulty of understanding of my employees, suppliers and even the personnel of governmental agencies that visit us.

We have wasted effort and resources on motivational courses, technical training and the development of methodological manuals that in the end produce little progress in the participants. We have been commenting for some time now on the need to teach by example, because the difficulty in transferring new techniques and procedures, via both written and oral, is so evident. It turns out that this does not solve the problem either as it only provides another model to imitate.

Changes in knowledge and processes have reached an unprecedented rate. There is no longer time to imitate. Any copy, very soon becomes obsolete . It may sound extreme, but the accumulation of knowledge and processes is no longer valid. Where then does this leave our educational systems?

Regardless of age or position in society, the future will depend on individual capacity of comprehension, not only for success, but to maintain a minimum level of well-being.

The starting point then, is comprehension. Educational  institutions will maintain their relevance to the extent that they focus on promoting comprehension at three levels: oral, written and social. The concepts of oral and written comprehension are well known and basic. Social comprehension refers to empathy, the understanding of the human condition in others.

Those who are equipped with comprehension have all knowledge at their disposal. No barrier exists that can stop them.

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