One of the most painfully striking paradoxes of modern education is that while schools and colleges are meant to nurture knowledge, instill curiosity and critical thinking abilities, the system and the nature of competition often reduces learning to a race for grades. As such, students are measured not by the depth of their understanding, but the marks/numbers printed on the mark sheet. In such a mark or grade culture, the joy of learning gets overshadowed by the pressure to perform intune with grades, and education is seen less as an enriching journey and more as a stressful competition. And even as technology is fast aligning with the education system, it also serves as a reminder that education must be about learning for knowledge where knowledge is applied to create learning and not just for grades.
Grades are, of course, a necessary tool, ad they provide a standard method to assess progress and achievement of the students. But this becomes a problem as grades become the end rather than the means. Too often, students within their own learning difficulties and struggles, they memorize facts only to reproduce them during examinations, and once the exam is over, that knowledge evaporates. This shallow approach not only undermines the purpose of education but also produces individuals who lack problem-solving skills and real-world adaptability.
Real learning goes far beyond marks. And in the never ending production of knowledge, and where misconceptions, misperceptions, uncertanties abound knowledge is needed to cultivate curiosity, ask questions, and develop the ability to think critically and independently. A student of history, for instance, the goal should not be to remember the dates of historical events but to understand the causes, the consequences, and the lessons for society today. Similarly, in science, the excitement should come not from scoring a perfect answer but from grasping how principles work and how they shape our daily lives. Knowledge retained in this manner will remain with a person long after the exams are done and even forgotten.
Moreover, the grades obsession or the pursuit of grades having made an important parameter in students assessment and progression, often kills creativity. Students feel pressured to follow rigid patterns of 'what the system demands' rather than exploring their own interpretations or experimenting with new and fresh ideas. This stifles innovation at its root. Ironically, in the workplace and in life, what matters more is not the Outstanding or A's someone earned, but whether they can think differently, integrate, collaborate, and apply knowledge practically and meaningfully.
Learning for knowledge also nurtures character. A person who studies to genuinely understand becomes more humble, empathetic, and responsible. For example, studying and learning philosophy or ethics beyond the exam syllabus equips us to grapple with real life moral dilemmas. This kind of education shapes not just professionals, but well-rounded human beings, and which is also very relevant in this age of AI.
Parents, teachers, and institutions play a crucial role in shifting the culture while changing the systems narrative. Instead of asking children, 'How many marks did you get?' we might ask, 'what did you learn today?' Teachers, too, must create a classroom environment that encourages inquiry, discussion, and application rather than rote memorization. And policymakers should rethink evaluation systems, incorporating open-ended projects, critical essays, and practical applications that reflect true understanding.
Albert Einstein once said, “Education is what remains after one has forgotten what one has learned in school.” This remark captures the essence of the issue. Grades will remain only in the marksheet and will fade away, but knowledge and wisdom will endure and sustain.
In the end, a society that values knowledge over grades is one that values growth over vanity, substance over appearance. If we are to build a generation of thinkers, innovators, and compassionate citizens, we must reimagine education as a process of learning for life, not just for the report card.
(Dr.AsangbaTzudir contributes a weekly guest editorial for The Morung Express. Comments can be emailed to asangtz@gmail.com).
