The need for wise, holistic and compassionate education

By Surya Vishwa 

This article is a continuation from the previous, published last Saturday in this page, on Deshabandu Jezima Ismail. (http://www.ft.lk/harmony_page/What-Sri-Lanka-can-learn-from-Deshabandu-Jezima-Ismail/10523-715084)

Among the prominent posts Jezima Ismail has held include the Vice Chancellorship of the South Eastern University of Sri Lanka, chairpersonship of People’s Action for Free and Fair Elections (PAFFREL), and the post of principal of the Muslim Ladies College, Colombo. She had also been a teacher in the prominent Buddhist school Devi Balika Vidyalaya in the 1950s. 

Today we will focus on how education could bring vibrant change to the mind and include connected aspects for reflection related with peace, unity and tolerance in society. Today’s discussion also includes the importance of encouraging protection of nature through the medium of education.

In the previous writing on this unique Sri Lankan, we looked at her promotion of comparative spirituality/religion. She is among many intellectuals of Sri Lanka who believe that comparative religion should be taught in schools. She considers religion and spirituality not just as isolated entities but which is a part of the larger realities of nature. 

“Buddhism is centred around nature and loving kindness to all living beings. Trees and plants are living beings. Islam speaks very beautifully on nature and emphasises that God placed in man the responsibility to protect nature,” she explains. 

Note: The below quotes are from a previous article published in this page on 6 July 2019 authored by Islamic scholar Dr. Mohamed Safiullah Munsoor, on the topic ‘What does the Qur’an say about our environment? Being green our natural choice.’ These quotes as below are used to reinforce the point made by Deshabandu Ismail on Islam and nature.

“What’s in the Earth: “And He has cast into the earth firmly set mountains, lest it shift with you, and [made] rivers and roads, that you may be guided,” (Qur’an, 16:15) and “… “Eat and drink from the provision of Allah, and do not commit abuse on the earth, spreading corruption.” (Qur’an, 2:60). 

As one of Sri Lanka’s most prominent educationist, Ismail believes that modern education has to change its course to include knowledge connected to the natural world and include cultural aspects such as traditional/indigenous knowledge of the country.

“Art, poetry and literature of any country draws on the natural world that is within the scope of that particular geographical reach. Therefore, children should be made to connect with nature of their country so that they can create beautiful artistic works through language and innovation connected to upholding every human’s role to protect nature. Empathy of a child is heightened when they are exposed to the beauty that abides in mother earth,” explains Ismail.

She believes that rote learning does nothing for the mind of a child.

“We should look again how teachers perceive their role. Today for most teachers, their profession is a mere job. When I was a teacher, my house was like an extension of the school and children used to come and visit me to discuss literary, aesthetic and education related things. I considered teaching to be a mission; something I loved to do and through which I gained a lot of knowledge,” she says.

For her the student and teacher is on a common journey of knowledge and one is not above the other. 

“It is this attitude that has to be inculcated today in teacher training institutes,” she notes.

She points out that there is a lot of stress involved in the current education process.

“It is all about exams. Both the teacher and the student are tired out and exhausted. There is little enthusiasm or joy. Nature which does so much to alleviate mental stress as many scientific experiments have proven is far removed from the education equation. These are aspects we must look into when we speak about improving our education system,” she states. 

She points out that the imparting of correct ethics, values and life principles should take pride of place in the aims and objectives of education, alongside real-life skills in problem solving.

“Sri Lanka needs adults who love their country and who will unstintingly contribute their talents to the betterment of the country and the people. We need to invest more in the inculcation of inquisitive minds who will be creators – not mere exam takers. This is where education should take us. A strong sense of love of country should be instilled in all students, whatever their ethnicity or religion. Every child must feel that they are first and foremost a Sri Lankan who will protect and be compassionate to every other Sri Lankan,” emphasises Deshabandu Ismail.

She further adds: “Sometimes I am asked why I have not gone abroad. I find this question irrelevant. Why should I go and live somewhere else leaving this beautiful country which is my home?”

Her answer should probably be discussed at school level because most children develop an obsession for leaving Sri Lanka by the time they end their schooling. Sri Lankans continuing their education in Lankan universities could lead to them further developing these universities later, in diverse ways. if they have such a will. 

Jezima Ismail believes that the answer to every problem faced by the country whether it is social unrest, corruption or climate change, lies within a wise, holistic and compassionate education. 

She notes that it is sad that little weight is placed today in the education sector on the concept of kindness and love and points out that steps are needed to revive these qualities within the school system. 

On national unity and the link with the knowledge gathering process she opines: “Sri Lanka needs unity within the country. Everything, from education to sports or the arts could be used to bring forth this unity. Done with a pure heart even a small step can go a long way to bring people together. A narrow education where children’s views and exposure to the wider world and its knowledge are stifled will tend to result in narrow minds where humane understanding will not be as broad as needed,” she points out.

She and I share similar views that a human being is the sum up of what that person has been exposed to in terms of knowledge and experience; once you change some of these and widen the horizons, if the mind is not closed, then there is room for further development to enhance the cognitive reception of knowledge and understanding.

We discuss for a while on how improving experiential knowledge in the current school curricula may decrease ‘job takers’ and lead to more ‘job creators.’ 

As pointed out in the previous article last week, although Deshabandu Ismail is an educator she considers herself a lifelong student. She is also a keen listener. These are qualities perhaps that are missing in many younger generations of teachers.

Every time I visit her, she will make sure to ask me what I am reading. Once she was reading a very interesting children’s book and to listen to her speak about it gave me a clue to her mind. I do not know how many adults who are or were teachers still delve occasionally into a children’s book but if they do, it indicates a very progressive mind which cannot get jaded. Once in a detailed discussion on education some years back, Deshabandu Ismail and I contemplated how the maintaining of a constant childlike curiosity was likely the actual power that enabled geniuses such as Charles Darwin, Albert Einstein, Stephen Hawking and Srinivasa Ramanujan to excel in their different fields surpassing so many others. 

“I find all kinds of books fascinating,” exclaims Ismail pointing out that teachers should be familiar with a wide range of books so that they could recommend the most suitable for different students whose skills and talents may vary and who are all potential geniuses of tomorrow. 

We end today’s article on Deshabandu Jezima Ismail with her advice on encouraging reading in children for the joy and adventure it brings and not because it is compulsory for their exam taking.

“Reading should be encouraged in children not just because it is part of their recommended reading for the school curricula. Children should read widely, books that will shape their values and books about diverse forms of knowledge including about other cultures and religions as well as the beautiful natural world around us.”