Mehmet Özay 10.09.2021
With the opening of schools, the views of those who are directly involved in the education and training process and those who are not are on the agenda.
These opinions emphasize the institutional structure by referring to expert opinions on the nature of education and training itself.
Education of the individual and society
The education and training process (teaching-learning processIt should be remembered that it has much wider dimensions than the above-mentioned issue, and that it involves not only the individual student-teacher relationship, but also a wide range of social sectors outside the school.
This tells us that schooling (schoolingIn addition to the importance of the institutional structure of formal education and training, it is imperative that a comprehensive perspective on what and why to teach and practice is brought to the agenda.
In fact, this is precisely what is/should be expected from education, and this missed opportunity is precisely what modernization (modernization), bringing it to the center of the debate. Here, however, I will not address modernization conceptually...
Basically, with the opening of schools, it is inevitable for a dynamic educational activity to raise a series of questions such as what education is and should be; who and how should be educated; the aims of the act of teaching; what and why students should apply what they have learned in their daily practices; what kind of goals and objectives the student body has.
It may be a stretch to expect such a process from young students, from different age groups that are just beginning their adolescence.
However, there is no doubt that it is essential for the construction of a healthy individual and society that the parents and teachers of these students, in particular, but also all members of society, without exception, face the above-mentioned questions and similar ones.
Exam normalization or trauma?
However, in general terms, indexing education processes to exams starting from the very first grades indicates that the foundations of education and training are evolving in a direction that is intended to be neglected from the very beginning.
So much so that, with the opening of schools, a parallel examination system and the hidden/overt institutional structures and their extensions should make students, parents and teachers question the reasons for undertaking the work of education and training.
If we liken exams to a dark tunnel, the glamorous professions that are assumed to await every candidate at the end of the tunnel, or that everyone aspires to reach, cause long, tiring and meaningfully problematic processes to be perceived as somehow digestible.
Well, after a kind of unmentionable adolescence spent with the goal of having an exam-indexed and ultimately good/evil profession, the individual value/meaning that these individuals will acquire (value/meaning), what do we think they get out of concepts such as sociality and social benefit?
Stakeholders of education and training and meaningful integrity
The increasing number of stakeholders of the education and training process (partnersThe fact that there are so many young people in the world (including children, young people, young people, etc.) gives us very important responsibilities that do not just consist of dropping them off at the school gates.
It is possible to draw up a very long list ranging from the grocer at the corner to the bagel seller at the doorstep; from the bus driver and the bus sister to the school security; from the book publisher to the teachers; from the municipality employee to the traffic police; from the smallest administrative unit of the city to the minister of national education.
Individuals/workers from many different fields of work, both in and out of this list, and their participation in the processes indicate that education and training is carried out within a social framework that is too broad to be confined within four walls.
The very important facts in the education and training of toddlers and young people, and in their content, are transformed from 'information' (information) is not just about education and training. Education and training is much more than that.
Getting out of bed in the morning, sitting at the breakfast table, brushing your teeth, putting on your clothes/uniform in a clean and tidy manner, and telling the individuals at home that you are ready for the day ahead.auspicious daysWe are talking about individuals who are sent to the center of a long network of direct or indirect relationships and communication with the professional groups, officials/authorities listed above throughout the day.
These seemingly disconnected individuals and the actions produced by these individuals, which, on the contrary, are articulated with each other, are not only a process of education and training for us, but also a part of everyday social life (social life) are important as ways, possibilities and practices of making meaningful.
It is necessary to ask the following question: Have we been able to talk about the phenomenon of education and training to all the individual actors involved in this chain of actions, to individuals in various professional groups who are not only outside the context of formal education, but also, and just as importantly, within informal education? Have we been able to make them aware of this process and prepare them before the schools become operational?
In short, to the grocery uncle, the bagel seller, the bus drivers, the bus sisters, the cleaners, the security guards, the parents who drive the cars, the shopkeepers, the shopkeepers of all kinds of tradespeople that students deal with in their neighborhoods/neighborhoods, who are the agents of the social actions in question, regardless of their name, title, position, age or identity, even before they drop the little ones and young people off at the school gate, What kind of information, suggestions, solutions, answers, questions have we produced for a large society about the content and meaning of education/training, its solution to social problems, an exemplary life, having a meaningful day - even if it does not offer a rosy picture of happiness - and have we been able to remind that these individuals should contribute to these processes and that this is an inevitable necessity?
Self/l/ness
It seems possible to address the issue in the context of micro sociology and raise some issues.
In all societies, hidden/explicit, momentary/continuous (instant/constantWhat do the individuals who are present, participating, accompanying within the framework of the schooling of their own children think about other children/students and their existence while witnessing this process?
At this point, it is important to look at the child of the neighbor next to you; the children of the parents in your street-neighborhood; the children of the parents at school (parenthood), and the children of those who are in the same position with them as the hidden/explicit 'other' (otherHow should we understand the actions that can be explained by selfishness that prioritize oneself in the stairs/elevator of the apartment building, getting on the bus/minibus, crossing the street in traffic, waiting in line in the schoolyard, determining where to sit in the classroom, and in short, in all areas shared with 'others'?
It needs to be realized that the education and training process, which brings together many different segments of society, has sustainable, tangible outputs and life-encompassing aspects that reinforce and make the existence of leading actors such as teachers and trainers meaningful. There is no doubt that this realization is something we need the most these days.
In doing so, each adult individual, who is assumed to have a rational mindset, is assumed to be self-critical (self-critical) attitude will be a guide for everyone in establishing the common good and truth. This will undoubtedly benefit the students, who are the subjects of schooling, the most.
English and Indonesian versions translated with DeepL AI
