Mainstream schools have consistently focused on elements such as the syllabus, curriculum, minimum level of learning (MLL), and the teacher as the conduit for delivering education. The primary emphasis has been on the syllabus and the role of the teacher. Eliminate the syllabus, books (endorsed by publishers), and the teacher, and the entire school structure collapses.
On a previous occasion, I posed a straightforward question to a group of around forty teachers: Picture arriving at school on a Monday morning without access to books, the syllabus, or curriculum. How would you proceed? Would you be able to continue teaching? No response emerged; the expressions on their faces remained blank and inscrutable. Politely reiterating my inquiries, I asked, Could you still teach? Would you know how your timetable should be arranged? Despite my efforts, there was still no reply; however, a few faces nodded, signifying reluctance and concern. Some mustered the courage to reply, stating, Without books and a syllabus, we would be at a loss; our dependency on books is significant.
The teacher’s role is intricately tied to the contents of books. Educators formulate their lessons based on prescribed books and the curriculum. The book serves as the guide for the teacher, and the children are the sole recipients of that lesson, regardless of their preferences.
Let’s delve into the concept of learning within an integral learning environment, beginning with an examination of the role of the teacher in a typical mainstream school.
Directive Approach: This method involves the teacher giving instructions as they see fit. Children perceive a predetermined path that they must follow.
Prescriptive Method: Similar to following a doctor’s prescription without much questioning, this approach involves accepting and adhering to instructions without significant inquiry.
Didactic Approach: This approach asserts that the traditional method has been effective and continues to be so. The teacher holds authority, and the primary focus is on achieving desired results.
Product-Oriented Perspective: Emphasizing the end result of exceptional grades, this approach aims to produce a smart child who seamlessly fits into the corporate structure.
Evaluative and Judgmental: The teacher, if granted any conscious time, tends to label and judge the child. The teacher’s evaluation becomes the final judgment, disregarding the child’s feelings about the teacher, the school, and themselves.
In the integral learning environment, there is a crucial shift from being a teacher to becoming a guide or facilitator. Let’s explore what it means to adopt this role.
Nondirective Facilitation: A non-directive facilitator allows processes to unfold naturally without imposing a specific direction.
Nonprescriptive Facilitation: A non-prescriptive facilitator is more focused on drawing out and listening than on providing explicit instructions.
Nonauthoritative Facilitation: A nonauthoritative facilitator fosters a culture of participation and maintains an open-ended approach, encouraging collaborative engagement.
In the light of the above transition from being a teacher to a facilitator or a guide, the following questions become important for learning:
When do you teach?
When do you facilitate learning?
Do children always need facilitation?
When do children need guidance?
The solution to such inquiries requires a facilitator to be exceptionally aware and perceptive. The ability to observe without bias, prejudice, or any mental distractions is crucial for the successful implementation of integral learning processes. There will be instances when a child presents questions, and in those moments, it becomes less about providing a direct answer and more about allowing the child to leave with possibilities and perhaps some hints.
The essence of knowledge and wisdom resides within human consciousness, and its awakening and manifestation in life and action are vital.
In summary, the prevailing teaching method in mainstream education relies on instruction, teaching, and demonstration, primarily drawing from textual sources such as books, often influenced by publishers steering the agenda. The central focus in this approach is on external authorities and experts. On the other hand, the facilitative approach or the Integral way of learning involves dialogue and discussion, relying on personal experience as a primary resource. The key reference in this case is personal wisdom, understanding, and validation.