Editorial . . . . . . .
We all know that education is the foundation upon which a country’s structure is formed, and it plays a key role in constructing a nation and training children to actively participate in social reconstruction and economic advancement. Unfortunately, a notion is getting momentum, particularly in our society, that education is solely for the purpose of acquiring better jobs, rather than for the aim of becoming better people and, as a result, a healthier society. Consequently, students’ minds are consumed with bettering their jobs and achieving a greater social status. Students and teachers both benefit from private coaching. Students no longer regard their teacher as a mentor or reformer, but rather as a servant. As a result of all of this decay, our educational system has deteriorated. Education must be turned from noisy leisure to a purposeful deed if it is to be fruitful. There’s nothing left to do but memorize test answers if the goal isn’t inspiring. Science education today has devolved into a jumble of unconnected information and incomprehensible equations that burden the memory without promoting insight. Academically, the ordinary student struggles and lacks enthusiasm. The absence of motivation is a result of a lack of ability to digest information. Academic skills are nurtured in the classroom, but all other natural qualities are ignored. Only what can be measured will be chosen, and the written test will be used as the measurement tool. A failure is someone who is unable to express oneself clearly in writing. Today, our hazy educational concepts are most usually expressed through the teaching of specific disciplines. The kids receive what the teacher is expected to offer them, and both parties are satisfied that the educational task has been completed. All of this is immediately forgotten during the examination when the students make every effort to demonstrate their newly learned knowledge to the best advantage possible.
Natural abilities, such as knowledge processing, are not counted. The test does not assess intelligence or aptitude; it does not assess how the mind processes information, how motivating experiences foster perseverance, or how the mind organizes instincts, opinions, assessments, possibilities, and alternatives. Knowledge is worthless on its own; it’s like having a dictionary full of words. Words have no worth on their own; it is the process of connecting them together that gives them meaning. The amount of value is determined by how they are threaded together. Our educational system is now devolving into a system of rote memorization of the lexicon. Students will be given a one-day test based on dictionary knowledge once they have learned selected knowledge, which will influence their work opportunities for the rest of their lives. Natural abilities are not taken into account. Teaching to pass a test does not inspire or motivate anyone, and memorizing does not promote a love of learning; in fact, it suppresses it. Evidently, the drive of education should be to instill a passion for learning in pupils that will last a lifetime. All young infants have an inherent ability to assimilate information creatively. Natural creative processing is replaced with the process of memorizing knowledge during the teen years, and how to process it is underestimated.
Unfortunately, in today’s school, remembering is paramount, and creative thinking capacity suffers as a result. Educationists are turning to the test because society needs measurable results. This pressure is transferred to political leaders, who make decisions based on what can be measured, such as an academic test. To avoid being considered a failure, every student must now accept this and become an academic intellectual. Because the method tests selected information on a one-day standardized paper test, the number of students obtaining the failing label is increasing. The certifications and degrees gained through this system, on the other hand, have increased unemployment, undermining the system’s aim. Nobody can deny the suffering of unemployed children; degrees have turned into begging bowls.