Educators, at times, presume that they hold the central role in shaping individual development. While they undoubtedly contribute to the learning process, they must acknowledge that they are only one part of the equation. They should carefully consider their role and the potential impact they may have on learners that learn through a combination of institutionalised and fragmented education.
When it comes to education’s positive influence on natural learner development, it is crucial to avoid an overly intentional approach. Instead, educators should inspire learners to be attentive. A learner who engages with full attention has a greater chance of integrating information into their entire being compared to someone who believes that intentional information acquisition alone leads to growth. The latter approach often results in isolated knowledge. Intentional teaching tends to categorise matters as right or wrong, good or bad, beautiful or ugly. This polarised and judgmental teaching style stifles creativity, instills fear of failure, and creates anxiety. It narrows rather than broadens the learning experience, which should be a wondrous voyage of discovery.
When we quantify learning into rigid units tied to test outcomes, we inadvertently create a worldview where few succeed and many fail. This exclusionary system may produce individuals with limited skills who fit into the economic machinery, but it neglects the unique and holistic potential of each person on their learning journey. In many cases within the music world, it is not qualifications that open doors, but rather competencies.
Teaching transcends mere information delivery; it is about inspiration. Overloading learners with information can stifle natural growth. We must integrate information with feelings, intuition, emotions, and the physical aspects of learning. Just as an organic farmer prioritises soil health over maximum crop yield, educators should focus on nurturing the learner to stimulate intrinsic and inspired learning.
True intelligence involves active, curious engagement of the mind. It is inclusive and embraces creativity. In contrast, mere intellect can lead to exclusive thinking, distrust of alternative paradigms, and rejection of others. Education should begin with questions, not predefined answers.
Rather than fixating on curriculum and testing, our emphasis should be on teaching. Effective teaching involves sharing passion, inspiring learners, and allowing them to integrate observations into their entire being. Learners should resonate with the essence of the subject matter, not just its surface details. Passionless presentation of information as one-dimensional chunks fails to ignite student passion.
Lastly, stifling the arts through a rigid curriculum does a disservice to their potential. Arts activities foster creativity and intuitive processes, guiding learners toward deeper understanding.
Hein Van de Geyn, April 2024