The melting-pot pedagogy
By Dr Shahid Siddiqui
“The knowledge and power nexus is inherent in the dominant system because, as a conceptual framework, it is associated with a set of values based on power which emerged with the rise of commercial capitalism.”
— Vanada Shiva in Monocultures of the mind
A MAJOR objective of education, which most schools of thought subscribe to, is the broadening of mental horizons, personal and societal development and emancipation from various ‘constraints’.
The debate about the role of education came into sharp focus after 9/11; when madressah education was brought under direct scrutiny.
Needless to say, a number of madressahs teach from archaic books in an atmosphere of extreme pedagogy. In some, the style of teaching leaves minimum space for reflection, independent evaluation, tolerance, and peaceful coexistence — values which are considered central to the spirit of Islam. There are only a few exceptions where curriculum and pedagogy encourage a degree of scepticism and disagreement.
While on the topic of madressahs and the bigotry associated with them, many of us tend to overlook the often skewed and tunnel-vision coaching in so called elite schools that claim to impart modern education with contemporary teaching apparatus. In the wake of neo-liberalism, two phenomena — privatisation and corporatisation — flourished rapidly and turned education into a profitable business. Corporate education follows the assembly-line structure, and towing the true spirit of neo-liberalism, focuses on the maximisation of profit, mass production and exploitation of labour. However, a significant component of the mass production model is the quality control of a product, which, in the case of our schools, is conspicuous by its absence.
In a number of educational institutions, especially in school chains, conscious efforts are made to produce students of a certain brand. Some schools have made sure that, besides wearing a certain kind of uniform, the students use similar notebooks, stationery, school bags and other items.
At the pedagogy level, an interesting development has been witnessed in the recent past; teachers are handed down copies of pre-designed lesson plans which are prepared by the head office of the school.
The practice is based on the melting-pot approach where the pedagogy, decided by the powerful school head office, leaves no room for any diversity and expects teachers to dissolve their individual methodologies in the melting pot, to merge with the command centre approach.
The desire to make teachers act and behave in complete unison with the headquarters is orchestrated by the ‘competent authority’, which denotes the centre of power that protects the interests of school owners and acts according to their desires. The faculty, in a corporatised model of education, is generally reduced to mechanical robots who work as instructed. Ali Shariati, a famous Iranian scholar and sociologist, says about such a robotic worker: “He becomes an instrument, simply a piece of equipment for production and his effort is confined to a monotonous job which he must do day after day and in doing, suspends all the characteristics which makes up all his personality.”
Should teaching be made so mechanical that personal freedom of creativity is compromised? Can teaching be etherised and sterilised to the extent that it becomes robotic, bereft of the element of personal reflection so that anybody can qualify for it? David Solway in his seminal book, Education Lost, comments on the nature of the teaching phenomenon, “…real teaching is a mystery, a rite, a drama, whose purpose is to establish the conditions in which a kind of transformation can take place in the mind of the students: from monotony to interest, from ignorance to understanding, from rote to memory, from repetition to curiosity, from description to cohesion”.
But The other aspect is that they see themselves as helpless consumers of knowledge as their only role is to implement set guidelines. Sadly, such structured, routine teaching is unable to produce students with critical thinking skills, and since teachers are discouraged to bring their individuality to their teaching, they also expect students to think within strictly drawn mental structures, making thinking ‘out of the box’ an unwelcome and unpardonable act.
These teachers promote a society that doesn’t allow any difference of opinion; that discourages diversity, pluralism and creative initiatives. It was this kind of education which was the target of Ivan Illich in his book, Deschooling Society — it fails to liberate minds, petrifies individuals and blinds them towards alternative possibilities.
And the worth of opposition or disagreement for constructive debate is devalued. Henry Giroux, in his book, Border Crossings, comments: “Oppositional paradigms provide new languages through which it becomes possible to deconstruct and challenge dominant relations of power and knowledge legitimated in traditional forms of discourse”. It is appreciation for this kind of an opposite viewpoint that is missing in the extreme versions of madressah and elite education.
If we are interested in an education that promotes critical thinking skills, reflection, tolerance for disagreement and appreciation for opposite viewpoints, we need to revisit restrictive pedagogical practices and give teachers more academic freedom to exercise their creativity. We need to realise that one-dimensional teaching is bound to produce students with rigid and skewed thinking.
The writer is director of the Centre for Humanities and Social Sciences at Lahore School of Economics and the author of Rethinking Education in Pakistan.
shahidksiddiqui@yahoo.com


Sarkozy move to promote reading habits
By Angelique Chrisafis
NICOLAS Sarkozy, the French president, announced 600 million euros (£565.1m) in emergency aid for his country’s troubled newspaper industry on Friday, declaring that every 18-year-old in France would get a year’s free subscription to the paper of their choice to boost reading habits.
The French press is among the least profitable in Europe, stymied by a rigid communist print union, a lack of kiosks selling papers and a declining readership below that of the UK or Germany.
The public’s trust in the media is at an all-time low in a climate where politicians rewrite their own interviews for publication and the president’s business friends own several major papers or TV stations.
Sarkozy has been likened by his political opponents to Silvio Berlusconi for recent moves to tighten state control of public TV. But on Friday he made no apology for announcing measures to improve print and online newspapers.
In a speech, he instructed them to improve the content of their articles, bring in younger readers and transform business models in exchange for the emergency aid over the next three years. He said the help was not an attack on press freedom but would protect newspapers’ independence. It was the state’s responsibility to ensure “a free, independent and pluralist press”, he said.
The French state gives 1.5 billion euros in direct and indirect state aid to the press each year, and has overseen four months of industry crisis talks.
Sarkozy’s measures included a year’s free, state-subsidised newspaper subscription for all teenagers from their 18th birthday because “the habit of reading a daily paper takes root at a very young age”. He extended tax breaks for investors in online journalism and doubled state advertising in print and online papers.
Rules would be changed to allow investors outside Europe to take bigger stakes in French titles and the number of outlets selling papers would be increased.
The biggest problem for French newspapers is the cost of printing with printworks controlled by the communist Le Livre union, which has rigid protections. Sarkozy said the state would support negotiations with printers’ unions to reduce costs by between 30 per cent and 40 per cent.
Laurent Joffrin, editor of the leftwing weekly magazine Le Nouvel Observateur, said the measures made “good sense”, but more detail was needed on printworks negotiations. Asked about the president’s role to lecture journalists on the quality of newspaper content, Joffrin said: “It is bizarre, but this is France. Ten per cent of the press’s turnover comes from state aid ... But it would be a problem if he told us what our content should be.”
The circulation of all French national papers totals 8 million, half that of the UK. The biggest daily seller is the sports paper L’Equipe.
— The Guardian, London


