By Dr. Asangba Tzudir
The need for education to evolve is critical in the 21st century in tune with the rapid technological advancements, growing economic demands, and various other global challenges. This calls for a robust education system that meets the needs of modern learners. However, students find themselves plagued by a system of education that do not generally motivate learning and are thereby forced to stick to rote memorization, which do not align with the knowledge and skills required in today’s workforce that demands critical thinking and creative imagination.
A primary focus for education system should be to provide a balanced blend of theory and practice, giving greater emphasis on both soft and hard skills and thereby fostering lifelong learning habits while also enabling students to solve real-world problems. This also requires the tailoring of education according to individual strengths, interests, and the varying degrees of learning. As the world goes through a phase of digital revolution, integrating technology is one of utmost importance for better knowledge accessibility and information processing which will make learning more engaging, inclusive, and thereby inject effective educational experiences. However, the challenge is one of adaptability having come a long way in the traditional method of delivery and rote learning, that technology rather hampers learning, besides the efficacy of technology.
In an interconnected world, students need to think out of the box by reorienting on the larger knowledge value system through an understanding of the diverse cultures of knowledge and knowledge of cultures, issues of development and sustainability, and the larger the global issues. As such, a lot depends on the curriculums. In context, Nagaland university has adopted the FYUGP (Four Years Under Graduate Programme) system and a very pertinent question is whether the contents under FYUGP can make the students critical and better informed while making them ‘fit’ into the interconnected world and also help them face the global challenges. There is also an urgent need for students to shift to active learning by way of making rational inquiries that fosters questioning, experimentation, and evidence-based conclusions and which depends a lot on the curriculums and they way it is delivered. A key challenge presented by FYUGP which is multidisciplinary in its approach is adaptation especially the online learning platform under SWAYAM.
Any education system and its curriculum that is not able to meet these demands in the growth of a student will be like a relationship of oppression between the oppressor and the oppressed aptly elucidated by Paulo Freire which only “dehumanizes” both groups, in context the teacher and the student. While the oppressed lose their sense of agency, the oppressors become desensitized to their exploitation. So also, any curriculum that does not meet the growing standards of education will only continue to ‘oppress’ the students. That, the curriculums should help the students identify their true potentials and also help reclaim humanity through critical awareness and active engagement. This also calls for dialogue towards co-creation of knowledge.
Existentialist German Philosopher Friedrich Nietzsche in his book, “Thus Spoke Zarathustra” brings a concept Übermensch or Superman which is not a superhero in the comic book sense, but rather an idealized vision of a person who transcends conventional human limitations and moralities. While being mindful of the agenda of existentialist philosophers, their conception can also help students evolve as per the need of the changing times where education and its curriculum form a key component. The Übermensch represents a higher form of human existence, someone who creates their own values and lives authentically beyond societal norms and traditional morality. This ideal contrasts with the “Last Man,” that symbolises mediocrity and complacency, and who avoids challenges and seeks only comfort. Übermensch, which empowers the will, calls upon the individual selves to transcend beyond the mediocre and the complacent self where set conventions comes in the way of free thinking, criticality and thereby learning. It challenges humanity to strive for greater heights, embrace life fully, and take responsibility for creating their own meaning.
The need for education to evolve is not just in response to modern challenges but a necessity for empowering individuals to thrive in a complex and dynamic world. Within the emerging global challenges, education should continue to foster innovation, inclusivity, and adaptability which will then serve both individuals and society at large. Therein lies freedom and liberation of the moral selves.
(Dr. Asangba Tzudir writes guest editorial for the Morung Express. Comments can be mailed to asangtz@gmail.com)
