“Why can’t we analyse Game of Thrones instead of The Merchant of Venice?”
My digital native son
has always expressed his teen-spirited reluctance to embrace education that
massively rewards content recall at the expense of effective learning. Any
lapse at school would be blown out of proportion. I could only resort to
nuancing his glaring truth. Recently, he came up with yet another statement of
unconventional wisdom: “why can’t we analyse Game of Thrones instead of The
Merchant of Venice?” Mindful academics at universities do use, say, more
contemporary Blade Runner as support after all. This time I was floored.
William Shakespeare, or any other writer or subject for that matter, however
distinguished, that fails the connection test will struggle to spark the
desired curiosity conducive to the ultimate goal: coaching to develop discernment
and skills to blend analytics and intuition (thank you Daniel Kahneman, a
psychologist of judgment and decision-making) in savviest fashion. Silo
mentality, uncreative mindset and pedantism won’t smart us up, will they? Even
business schools are switching to experiential learning in a bid to stay
relevant. Will we survive the onslaught of artificial intelligence without
holistically revisiting our approach to education? With mainstay a pertinent
curriculum and recalibrated teachers. More bluntly, let us proceed with reform,
not for reform’s sake. It is not a challenge exclusive to Mauritius. But still
too few worldwide are bracing themselves to defuse the social time bomb while
catering for the welfare of future active adults when a majority of today's job
descriptions are expected to disappear.
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Moris Zindabad! is served by various contributors all allergic to bs and simple-minded binaries. The comment board strictly welcomes on-topic thoughts.