Fundamental Problems in Education

* The author here talks about the fundamental problems in education, he emphasizes that it not being an education problem at all. He rather says its more of a social problem between adults and children. * “ The fundamental problems in education is not an educational problem at all: it is a social one. It consists in the establishment of a new and better relationship between the two great sections of society- children and adults” – Dr Montessori * * The education system that exists in the present world no one is happy, the teachers are discontented and children are very disturbed resulting in un happiness. Many educational experts and teachers have been continuously working on the system. They have made a lot of changes but it seems to have failed the expectations. Dr Montessori says all the efforts and changes does not solve the problem. The root of the problem not being approached, which being the conflict between the adult and the child. The adult fails to understand the needs of the child, and he continuously wants to keep him under his control and this becomes an oppression on the child, which becomes a vicious circle. * * There is a short anecdote provided in the book that clarifies the distinction between adult tastes and those of children. Fancy marble tables, and excellent sophisticated healthy meals are often deeply appreciated by adults. Children, however, need light colored tables as they are better for teaching the difference between dirty and clean. Children will often honestly scoff at or reject a $500 ornate lunch in favor of a grilled cheese sandwich without any spicing. Their palate would only be confused, over stimulated or offended by what for adults would be preferable.

There has been various revolutions , protests against the stronger section of the society oppressing the weaker ones. Social reformers have strived towards the upliftment of the oppressed society. The human race is not free from these conflicts, they are a number of social problems that the various sections of the society are facing. These problems are very specific depending on the culture and other factors, these does not affect the entire human society. It is identified that the problem of the oppression of the child by the adult is universal and it affects the entire human race.

The adults goal is not to hamper the growth of the child, but totally unaware, with all the love to help the child resorts to oppression. The irony here is the oppressed love their parents, relatives, teachers(oppressors). This social problem arises from the long standing preconceptions concealed in the adults mind generations together. Because the adult fails to realize the rights of a child and it is denied there is a constant clash between the adult and child.

The child is been looked as miniature adult without any social and economic values, not a producer of the society. Adult feels that the child is the disturber of his peace and therefore he is ousted into schools until he can be productive to the society. The author terms the child as a “forgotten citizen”, as his contribution go unrecognized and he as a child is forgotten.

“The adult who enjoys a innumerable amount of rights, should be made to realize that the child also has his rights and that the adult should allow the child to enjoy them. The child is not a mere ‘ passage’ from non entity to future citizenship. He is a social entity of highest constructive value. The child is the other pole of humanity. He is a producer, he is a constructor. He constructs the adult. He strives hard to bring about the adult in him”. Dr Montessori

There are inexorable laws that urge the child to follow a path of development but not knowing this the adult tries to mould him according to his ideals lays down laws for the child and take him on a different path. The child is oppressed with love and as a result the very basis of the human personality which the child constructs is very weak.

The child is exploited further in the name of education, for the desired good of the adult society. The things that the adults want him to learn, imposing the discipline all this does not meet the needs of the child, or the laws that govern his life.
“When the child is of school going age, again he is impressed further in the name of education. Education is defined as “ a preparation for life” by which we man adult life. The very definition shows our conviction that the life of the child is of no significance”- Dr Montessori

The child resists this maneuvering of the adult as a result of his unwillingness to be humanized or disciplined. This is mainly because of his instinctive unwillingness to be humanized or to be disciplined. The problems in the field keeps multiplying, very serious and questions the survival of mankind. In their Indian scenario, its more a rat race were exams are conducted to give certificates. This in turn enables one to fetch jobs and more pay. In the rural India, the education does not relate to their lives and they drop soon or later. The result is from being satisfactory as the goal, aim and methods itself are faulty.

“ If education is always conceived along the same antiquated lines of a mere transmission of knowledge, there is little to be hoped from it in the bettering of mankind’s future. For what is the use of merely transmitting knowledge if the individual’s total development lags behind?...if the help and salvation are to come, they can come only from children, for children are the makers of men”.

E.M standing says that anyone who wishes to respect the developing interior of the child should respect certain elementary rights.
1. right to independence
2. right to activity
3. right to explore the world for himself and by himself
4. right to claim suitable working conditions, prepared environments
The adult has to give these rights to the children or else he will be deprived and cause more trouble. He will have a very distressed life. An adults life without independence, activity and free exploration is a difficult. Its is as important for the child also to have these rights for self construction.

The adults obliviousness about the child’s sensitive periods is a common cause of misunderstanding. The child feels the oppression very acutely but he is not able to express it. As a result of which he behaves vey lowly , withdrawing himself, aggressive, disobedient. The severity could range to nighty fears, bed wetting, timidity, stammering etc. This remains as scars on the child and affects his normality and remains till the end of his life. A very few adults have not suffered and its only those few who have attained normality.

The adult should end this by adopting a new attitude towards the child, being more humble, respectful and have full faith in their creative energies. Which Montessori terms as “last- revolution”. The oppressor himself should change not himself but help others to realize and change. and bring about a revolt, where the oppressor himself fights for the oppressed. He should look to re establish the rights of the child by putting and end to misconceptions. In this revolution lies the solution for the social problem of the child, which is the cause for problems in the field of education.