The Struggles of Exams: A Child’s Perspective and the Challenges of Our Education System
Is it the exams themselves that cause children to feel frustrated, or is it the pressure and outcomes that follow the exams? Often, children feel that they are akin to 'stupid fish forced to climb a tree' because of the pressure to obtain high grades. The true source of their frustration lies not in the exams per se, but in the lack of opportunities to pursue their areas of interest and the overwhelming focus on marks and percentages.
The Reality Behind Academic Pressures
Take a closer look at our education systems and you'll find many inconsistencies. In the classroom, teachers emphasize that certain questions are worth specific marks, encouraging rote learning rather than comprehensive understanding. This approach can lead to a narrow focus on exam-related content and can devalue important theories that are not assessed in exams. In higher education, notes from teachers are often prioritized over textbooks, with instructors dismissing textbooks as riddled with errors, which can perpetuate a disjointed learning experience.
A stark example of this is when a physics professor discouraged reading the textbook and instead warned that it was 'garbage.' This attitude reflects a broader issue within our education system: students are often judged solely on their exam performance, and the concept of relative bench positions is paramount. In many cases, the students sitting at the top of the class are regarded as talented, while those at the bottom are labeled as less capable, regardless of their actual abilities and interests.
The Questionable Criterion of Talent
The question is, what defines a talented student? Is it the ability to memorize and recall information accurately in a short period, or is it the capacity to solve problems creatively and think critically? Our current education system seems to focus solely on the former, often leaving no room for the latter. As a result, even fascinating subjects like physics, chemistry, economics, and mathematics are reduced to mere tools for improving grades, rather than avenues for exploration and learning.
Devices like computers, which have the potential to enhance learning and provide valuable real-world skills, are often treated as subjects to be crammed and 'memorized' for the benefit of the exam. This is not just a problem with a single subject, but it reflects a fundamental issue with our current education system. If children are to flourish and develop to their full potential, the system needs to prioritize depth of understanding and passion for learning over short-term rote learning.
The Consequences of Fulfilling a Life Taker Rather Than a Life Maker
It is clear that the current education system, where talent is so often judged by a 3-hour written test, has become more of a life taker than a life maker. Children are subjected to enormous pressure, which can affect their mental health and overall well-being. The constant focus on exam results can stifle creativity, critical thinking, and genuine interest in learning. Instead of fostering a love for education, our system is breeding a generation of students who are terrified of exams and more concerned with their grades than their personal growth and development.
It is time to rethink the role of exams and the value that we place on them. If we want to ensure that our education system serves as a life maker, we must focus on cultivating a more holistic, inquiry-based approach to learning. This means giving children the freedom to explore their interests, fostering critical thinking skills, and evaluating students based on a broader range of criteria than mere exam scores.