Author:
Since change is inevitable, we plan ahead to face the challenges of tomorrow based on the present and education prepares us for that. Among a world of angst, competitiveness and worries, the society we live requires us to have a compassionate view in imparting learning where the arrows of competition puntures relaxed childhood. This is especially a trend seen in India where parents aspire to see their children lead a better lifestyle; a compassion armour needs to be worn, to safeguard it.
Instead of nurturing their potentials, an undue baggage of pressure of aspirational and ambitious family trying to achieve their desires through their children is thurst upon them. Things like observation, curiosity, patience, consistency, creating win-win scenarios, strategizing, communication and building meaningful relationships are ignored and results matter more.
I am reminded of a twelve years old physically challenged boy Babulal; whose biological mother passed away. As his father Babuhara, remarried and migrated to city for work. Babulal was constantly pressured by his stepmom to beg for money to survive while she enjoyed a comfortable life from the money sent by Babuhara. Babulal was rescued, he was sent to shelter home where these strategies were implemented on him, the years he spent on this centre. He was isolated and scared at first; he would throw tantrum but love and care shown by the staff helped him to become open to learning. As Hanson (n.d) mentions, “Painful experiences are much more memorable than pleasurable ones.” He eventaully followed the instructions: it was how words were conveyed, the tone, the timing, the expressions that came along with them. Among many things he was taught, waste management was one of them. Upon returning to his village, he saw waste piling up, so he started collecting, segregating and recycling waste items and earning through it.
Therefore we, humans, look for context for the words we hear. And we are very proficient at absorbing this context to infer meaning and compassion and goodwill helps the receiver to actively participate. Hence, the language of compassion helps create an environment and invite students to identify problems and encourage them to venture out for solutions. As research by Yeager and Dweck (2012) showcases that students’ mindsets can be changed and that doing so can promote resilience. Changes in one aspect produces a cascading effect and results in lasting success.
References
Hanson, R. (n.d). Taking in the Good vs. The Negativity Bias: Do Positive Experiences “Stick to Your Ribs?”
Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational psychologist, 47(4), 302-314.
Your point is correct. In fact, a similar situation exists in China. Parents want their children to live a better life, but they put too much pressure on their children and neglect to cultivate their potential. This pressure is mainly due to China’s gaokao system, where students face enormous pressure to study from an early age, and parents and schools often focus more on test scores and ignore the importance of compassion in education.
The good news, however, is that China is now reforming its curriculum. Although grades are still valued and the pressure on students is still high, educators are beginning to realize the importance of care and compassion in education. By establishing a caring environment that encourages students to identify problems and find solutions, education gradually becomes more holistic and humane. For example, some schools begin to pay attention to mental health education and set up psychological consultation rooms to help students relieve pressure. Teachers also pay more attention to the emotional needs of students and strive to create a caring learning atmosphere. Such a change will undoubtedly help to cultivate the overall quality of students and promote their healthy growth. Although the process will take time, China’s education is moving towards a more humane and well-rounded development.
As we are studying abroad, we should absorb some useful content we have learned so far and bring it back to the education of our motherland. This is not only for ourselves, but also so that the next generation can grow up in a healthier and more well-rounded educational environment. What we have seen and learned will be an important resource for future education reform.
I like it how you mentioned that there is a language for compassion. It shows that people are not born with it, or it is not some kind of a superpower. It is a language that you learn. You see how that is used all around you, and slowly but gradually you adopt it.
It is indeed true when you said that in India parents and educational institutions give importance to the marks that children score. One, because better the marks, better will be their future. And the better they score; more is the reputation for these institutions. But soon one thing must be understood, it is all in vain if you are not a nice human. It is with them that we have to coexist, and not with their grades.
Excellent discussion on the importance of cultivating compassion in students. It is not that we ignore academics, but research has shown that mindfulness increases academics as it relieves worry and stress on achievement. A student’s brain is open for possibility rather than being shut down by external pressures.