It is pitiable that we teach the students only what has been sanctified by the scientists, the mathematicians, the economists and the physicists, etcetera as if there is nothing beyond what they should have sanctified.
Had it not been so, the geniuses like Albert Einstein would not have felt as disparaged as they had to have felt in their life.
That he should have been so uncomfortable and so much distressed due to the pattern of education system we follow, is really disgusting.
We should certainly take a lesson from what Einstein had commented on the lopsidedness of our education system.
The education system should be fine-tuned to the actual needs of our life and our career instead of taking to running a rat-race.
Don’t you think we should be made to learn in our schools and colleges only such things that may be beneficial to us in our life?
Just think of the things you had been made to learn and how much of it you have used in your life.
Supposing you have been able to use only twenty per cent of it, does it not imply that the throughput of your education is only twenty per cent?
Agreed during the school-age, they could not have made out who shall require to have known what. So, they teach us all sort of things.
But if we may call this percentage as the productivity of the education system, the educationists should have attempted to let us have a high productivity as possible by ensuring that we did not have to learn too many of such things as we may never have to use in our life.
For instance, look at the following diagram.
At the first place – how does it help us to know whether the square of the hypotenuse of a triangle equals the sum of the squares of its other two sides if it happens to be a right-angled triangle?
So, why should we be made to learn about the Pythagoras Theorem at all?
Should it not be struck off from the syllabi?
Taking this very case, instead of striking off it from the syllabi or teaching just, what is Pythagoras Theorem – we should teach the students in how many different ways different people have been able to prove this theorem so that it may inspire creativity in their mind.
It is more important for them to be creative rather than knowing what is “Pythagoras Theorem”.
Should it not be surprising that people have discovered more than 365 different ways of proving it?
The same way – they should be taught to be thorough with whatever little they learn instead of just knowing “a bit of everything”.
It is thoroughness that pays us in life – not knowing a bit of everything.
Look at the size of the books the children, who aspire to become a doctor or an engineer, have to take into their head these days in Intermediate.
We never had this size of books, during our days.
Is it not just like punishing them for why they should aspire to become a doctor or an engineer? Why should it be made so difficult for them to contest for becoming a doctor or an engineer?
Has it not become necessary only because the authorities have to select only a few of the whole lot of students who seek to become a doctor or an engineer?
We have made the system on purpose so burdensome that we pick up only those of them who are able to carry so much of burden.
Sounds so funny, that we should want them to carry so much of it in their mind of which they would find no use later on, in their life.
We should take a pity on them and dress down the size and the contents of the books they are supposed to read to stand out as an eligible candidate to get the entry in a medical college or an engineering college.