Sunday 10 October 2021

Character Before Knowledge

In the olden days when education was imparted at Gurukuls (Rough translation: Hermitages), the Guru (Teacher) used to take a decision on who to impart knowledge to, and who not, based on the character of the aspirant. If the Guru felt the student was not ready yet or would misuse the knowledge imparted, the student would need to work on refining his or her character further to the Guru's satisfaction before he or she would get instructed in different subjects.

I think this made sense. A whole lot of the mess we are in today globally is because people with dishonorable intentions have access to knowledge and they misuse it to exploit people and nature simply for selfish gains.

When I finished high school, we were issued character certificates that were needed to secure admission in college. I think we need to increase our emphasis on this modality.

A sound value education in early school years alongside basic instruction in different subjects, observation by teachers regarding how one is responding to different situations and the character being displayed, and an issuance of a character certificate if a student is thought of as someone who will contribute positively to society and is ready to receive more advanced knowledge. Admission in college only if one receives a positive character certificate. Else, the concerned student needs to spend more time in school till he or she is ready to move forward.

If we implement such a scheme sincerely, I think we could start directing our knowledge and resources to better ends than we are today and overall move towards living in a more enlightened and evolved society.

Note:

A student remarked that the above can become a real proposition if we do two things: 1) Dramatically improve the teacher-student ratio in our schools so that students can more get individual attention (this would be a good thing anyway) and 2) Move away from institutions that provide education "for-profit" (this too would be a good thing anyway 😊!).

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