The motivations that drive individuals to perform certain tasks, which pattern the society in certain ways are normally difficult to gauge. Economic data is limited to analysis using primitive regression kind of techniques, and results interpreted using more primitive models of human behavior. Interviews may disclose what the person would like to think his motivations are, which makes it easier to live with himself. However, if you engineer a change, however small, that strikes at the heart of their motivations, they are exposed to plain sight.
The recently announced CBSE results were an interesting psycho/social experiment, whose results give us some insight into what our schooling system has become. Consider the statement in this article:
Mehak Arora, a student of Kundan Vidya Mandir, who scored 9.8 CGPA, said, “I think the percentage system was better. I scored more than 95 per cent in four subjects and between 80-90 per cent in one. If the percentage was to be calculated, I would have topped in my school.”
few things show up immediately – the student does not seem to care much about what he studied – If all I care about is English or Physics, the ‘overall marks’ would not really matter. Here, subjects are simply a means to acquiring marks. Secondly, the ultra-competitive nature, no doubt nurtured by parents and teachers, which drives him to get only a certain symbol on a piece of paper. Thirdly, the student is more worried about his performance relative to others rather than upto his own standards (if he has any).
Of the three, only the third is even remotely justifiable, and that too only if you assume that everyone ought to study only one of few things (Engineering, Medicine, blah) and only at certain places (IIT, IISc or (god forbid!) IIM). The students, especially the 98% variety, somehow seem to find it hard to accept that they cannot assert their superiority over others in an unambiguous manner. What is worse, if this crazy notion of success based on superiority succeeds in burning out a child or making her an insufferable snob, the society is poorer by one brilliant mind. Thus, in education as in almost every other field, the society as a whole shows suicidal tendencies.
This problem is nothing new: people have probably written about similar behavior since time immemorial. The solution is also obvious: people don’t ask ‘why’, but only ‘how’ – not why do I need a car, but how can I get one. Not why should I get married, but how to choose my bride (‘Net arranged, broker arranged, family arranged, ‘net romance, college romance, office romance, among other permutation-combinations). Ironically, if the ‘why’ is answered, the ‘how’ normally answers itself, and the headless chicken-existential angst-Sri Sri Ravishankar routine can be avoided.
While one can claim adults make the choice themselves, burdening children with such problems is truly the symptom of a sick society. While anyone older than 25-26 and lives in a city would have had an exposure to a different way of life from what they presently lead, present day children are led to believe that there is not much beyond books, a cricket bat and a Lego kit. The nation requires x number of engineers by 2020, so childhood is spent on an assembly line to meet that requirement. Large scale organisation of this kind requires high degree of structuring, which is antithetical to a happy childhood, which is highly unstructured and exploratory.
Thus, children must not only be encouraged to ask questions, but also the right kind. One has more pessimism as to whether adults can do so, and whether it is worth the effort. Children, OTOH, are open to ideas, can be corrected, bear no prejudice that their parents have not unloaded upon them, and thus every society’s greatest experiment and perfect reflection.