If we sincerely desire to catch up with the rest of the world as we want to profess, it becomes imperative we abandon our propensity for insular thinking. Old ways of doing things cannot produce new results. We need to combine the best of all worlds; time tested African traditional values with western and eastern concepts.
The Japanese approach to education could teach us a thing or two, just as that of the Fins who are gradually phasing out straight jacketed subjects and have instead opted for an amorphous, more fluid problem solving approach to education. This unique approach requires a good understanding of what we currently call subjects and how to collectively apply acquired knowledge of the appropriate ‘subjects’ to solve real problems. Useful, practical and most importantly, applicable knowledge.
Going back to the Japanese, their educational model only affirms my position that it’s a grave mistake to regard education simply as a series of academic exercises to enhance cognitive thinking and the like. If anything, its primary role can be said to be a form of induction into what it really means to be a human being. Education worth its salt should teach us to respect the unique value and dignity of every human being. It should lead and urge us to always pursue the path of dialogue, equality and justice. Critically too, it should prepare us to think for ourselves, thereby empowering us to get involved in issues that affect our lives.
This forges the solid moral foundation upon which all other building blocks can then be set. That’s why we Christians say, “when the foundation is faulty, what can the righteous do?”
Tell me if the following sounds familiar. Policeman shoots man for twenty naira. Lecturer demands sexual favours to give student a pass mark. Contractor in connivance with government official builds substandard road thereby endangering lives, just to maximize profit. Hospital refuses to administer even the most basic First Aid procedure on dying patient unless a hefty deposit is paid; Hippocratic oath turned on its head, conscience seared, humanity long abandoned. Education devoid of a moral foundation speaks equally to Theodore Roosevelt’s observation that, “to educate a man in mind and not in morals is to educate a menace to society” as it does to what the universally revered Indian liberator, Ghandi, referred to as one of the seven devastating social sins, education without character.
To elaborate a little on this Japanese model, I will cull some passages from my book, “The Last Flight”, so here we go:
“The Japanese are remarkably well mannered people but don’t be fooled, it didn’t come by chance. The Japanese Primary educational system places less emphasis on academics and more on developing character. A keen eye is kept on sowing a sense of right and wrong, good and bad, honesty. To put it succinctly, good and decent human conduct. Until a Japanese child reaches the age of ten, he is not subjected to taking any major exam. Instead, emphasis is placed on shaping his character. His mind is intentionally and systematically ingrained with virtues such as good manners, politeness, selflessness, compassion and a heart which pursues the common good.
As one article puts it, ‘the first three years is not for the child’s knowledge or learning but to develop their character’. Good conduct, a direct consequence of good character doesn’t just happen, it must be deliberately and meticulously cultivated. No Japanese school, whether it be Elementary, Middle(Primary) or High School(Secondary) employs janitors. The pupils do all the sweeping, cleaning and even scrubbing of the toilets themselves, ably assisted by their teachers. This is one aspect I love and these are the reasons why. One, because the teachers are not exempt but equally participate in these chores, it doesn’t feel like a form of punishment to the pupils. Two and probably more importantly, it’s a wonderful way of putting the servant-leader concept into practice. As Naija would say, it’s not just by mouth. The children therefore grow up with the understanding that a leader should lead from the front, not just when it’s time to enjoy privileges but also when it’s time to share in burdens and tasks.”
It comes as no surprise that Japan is a highly progressive society which can proudly boast of operating the third largest economy in the world while beating it’s chest at having an unbelievably low crime rate. A crime rate which quite honestly puts the USA and most of the supposedly developed western European nations to shame. It’s a highly innovative society where many offices have replaced the stereotypical receptionist with infinitely more efficient robots. A society renowned for producing many of the world’s leading brands in electronics. Brands such as Sony, Panasonic, Sharp and Hitachi will ring a bell in just about any ear, no matter how remote the community one lives in. Similarly, Japanese vehicles on the most part outnumber all others in many countries of the world.
The USA being a case in point. And all this by a people who by design opt to forgo rigorous academic pursuit until the age of ten but instead see wisdom in first inculcating crucial life defining values. This is why on the rare occasion, leaders whether in the political, business or any other sector are found to have soiled their hands or behaved in a way incompatible with their national ethos, are as a rule expected to submit themselves to the public, as it were. This they do via the most visible medium, national television, by profusely apologizing to their compatriots, expressing remorse for their actions and humbly bowing repeatedly in recognition of the greater cause, their society. Unlike the shameful anomaly we have gradually got used to here in Nigeria where an outed criminal today will not only proudly vie for public office tomorrow, but will also find support in numbers; to the Japanese, honour is everything.
To close, R.S Peters in his Ethics and Education describes the process of educating as the intentional transmission of something worthwhile in a morally acceptable manner. He went further to say that “education must involve knowledge and understanding such that the knowledge is not inert, in that it characterizes a person’s way of looking at things and he is committed to the positive use of that knowledge.”
Dapo Akande
