My two cents on "Cheating at Harvard, and in the "Real World"

Today I received an email from Dr. Irfan Hyder  having link of article "Cheating at Harvard, and in the "Real World"

Following are two paragraphs excerpted from article:

"In other words, focus less on the outcome and more on the process. A student who loves learning for learning's sake — for the challenge, for the fun of it — doesn't want to cheat. A student who has learned to love the process of learning will never be redundant, her labor never commoditized. It's the one skill that will serve us best in an economy that is uncertain, a world that is volatile, and a future that is anything but predictable. I don't know what hard skills I may need in 2030, 2020, or even 2013. But if I have learned to love to learn, I will be sure to acquire them."

And closing paragraph of article:

Yes, perhaps some of those 125 Harvard students cheated. But I would argue that the far bigger scandal is the way our nation's school system cheats our children of the education they need, every day, while too many adults stand by and do nothing.

Unfortunately in our case, for Pakistan and specially for Karachi, schools and universities both are corrupted and focusing on hard skills. In numerous discussion with Dr. Irfan I learned that one of the way to inculcate love of learning is encourage of doing by hand instead of just passing exams. But the other hands we also have deployed the tools to measure the efficiency of teachers instead of quality. Being a lover of processes, I believe having processes to measure the quality instead of efficiency may stimulate to change teaching methodologies of all educators.

At the other hand, I also observed that it is really difficult to separate "happiness" and "satisfaction" of a student. I believe a happy student will be happy until or unless can't feel any tangible loss (in terms of grade or marks) but a satisfied student must be one who understands importance and philosophy of being taught to him or her. Unfortunately, in my opinion, environment and culture promoting to go for "happiness" and become GRADE (not great) teachers or institutions.

Lastly, I have been using different methodologies to convey this to students but unfortunately still there are few which still prefer to go for marks and grades. It has been observed that in our culture where we follows the trends and most of admissions are due to influence instead of interest because of lack of career counseling opportunities. In result a teacher unable to develop his or her interest in subject because he or she is already convinced himself or herself that this is not his/her playground. I believe all those having wish for better students and quality education are obliged to do something at grass level and people in academia, specially associated with higher education institutions, are responsible to spread the words and force our education system to rely on quality instead of efficiency. 


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