BY EDISON MARTE SICAD
“I hear and I forget.
I see and I remember.
I do and I understand.”
—Confucius
INASMUCH that I encourage the reading of books for lifelong learning, there is another (a complementary) way of learning in this School of Life. Obviously, vicarious learning has its wonders—and limitations. And learning by experience is not always practicable—nor advisable.
In this column, I will focus on learning that is rarely reflected in report cards or awarded with medals; a learning that may seem pointless in the classroom but has immediate impact outside the school premises; a learning that cannot be quantified in an assessment but can eventually affect the learner’s quality of life. We can call it Emotional Quotient, Social Intelligence, or just plain street-smart.
street smarts (noun): the ability to manage or succeed in difficult or dangerous situations, especially in big towns or cities:
e.g., You don’t have the street smarts to last ten minutes in New York without getting ripped off. (Cambridge Dictionary)
Admittedly, books can improve a person’s literacy. And education sectors are doing their part—for better or for worse—in honing such component of learning. But in a world that is dominantly structured for the so-called extroverts or risk-takers, a student who has been constantly trained (or conditioned) that there is one correct answer in a given problem will realize—or become immobilized—when faced with a real-life scenario that demands an immediate answer or calls for an urgent decision.
In other words, a street-smart has an advantage against a book-smart when it comes to thinking outside the box. A standardized test creates a false impression that there is only one way in solving a problem. A street-smart on the other hand grew up with more assertiveness in thriving outside the comfort zone.
Ever wonder why entrepreneurs are mostly “anti-school system?” And didn’t you notice that those who are academically inclined are prone to depression? These may be sweeping generalizations of the human condition, but we can observe that learning mostly from textbooks to get good grades can “kill” a student’ s creativity and self-reliance.
This is where some teachers are placed in a dilemma: either to give a summative or formative assessment—with authentic assessment in the middle ground. For despite their awareness of how challenging life is in the outside world, they are still required to teach “anachronistic best practices” inside the classroom.
Somehow, teachers—our so-called modern-day heroes (a consuelo de bobo)—would do their best to follow these outdated practices finding ways for students to learn to prepare them for the real test: living life to the fullest.
Unfortunately, some students will not exert any effort if the test or activity will not be graded—even if there is learning in such activity: “Sir, plus points?”
“If it is not graded, then it is not worth learning.”
“I only study if there is a quiz. And I hate a teacher who gives unannounced quizzes.”
“I joined this organization so that I will have a medal in the graduation.”
These statements may not really have a serious tone in it. But such mindset obviously results to mediocrity—and immaturity.
Carol Dweck, in her book, Mindset: The New Psychology of Success, encourages educators and parents to praise for effort and not for intelligence.
As she elaborated in her research:
These findings suggest that when we praise children for their intelligence, we are telling them that this is the name of the game: Look smart; don’t risk making mistakes. On the other hand, when we praise children for the effort and hard work that leads to achievement, they want to keep engaging in that process.
In other words, a person’s potential for success can be measured by his ability to withstand failures or mistakes. In a school context, a student who is often praised for high grades is susceptible to resort into cheating not because of the high grades per se, but because of his inability to cope in getting failing marks. Such lack of spine can be indirectly taught. And it is possible to have smart students in school who are lazy brats at home.
I remembered in a Parent Seminar a mother who asked the speaker how they (the couple) can instill discipline and responsibility to their children, especially at home. The speaker tersely replied: “Fire your helpers!”
In “ancient times,” parental love and discipline were expressed in this manner:
“Dakpa ang sil-hig!”
“Bunuti ang salog!”
“Sag-ob to tubig!”
How about today? Some parents have created a bubble of comfort: their children growing in at atmosphere of “utopic” existence: with no pain; but also, with no gain. And since learning requires effort and living means experiencing failures, children grow up childish and too sensitive and self-entitled. They lack the life skills needed to withstand the onslaught of daily life. They easily bend and break, like a tree uprooted by a gust of wind.
IN CONCLUSION, I challenge parents to stop “over-protecting” their children. Muscles grow only when tension is exerted. In the same manner, effort is part of the learning process—it is learning itself. In other words, in real life—in the long run—Grades Don’t Really Matter; Character And Attitude Do.
“Good timber does not grow with ease:
The stronger wind, the stronger trees;
The further sky, the greater length;
The more the storm, the more the strength.
By sun and cold, by rain and snow,
In trees and men good timbers grow.”
— “Good Timber” by Douglas Malloch/PN
