Enlightenment isn’t over

TTUTA

THE AGE of Enlightenment was an intellectual and philosophical movement that dominated the world of ideas in Europe during the 17th and 18th centuries. It was also known as the Age of Reason. It was a time that spawned social revolution due to a prolific and profound circulation of ideas from notable scientists and philosophers in meetings that occurred in the coveted spaces they had chosen to assemble.

As we digest this synopsis, it must be crystalline clear that in our contemporary time, the pursuit of enlightenment isn’t over as we continuously endeavour to adopt attitudes of adaptability and achievement that can authentically examine the dichotomies that exist in education.

Progressive ideas and ideals should be the desired reward of enlightenment. In this time of global pandemic, it is prudent that we drink of the spirit of sapere aude and “dare to be wise,” “dare to know” and boldly “dare to think for yourself.” Yet, having courage to use your understanding seems to be in short supply as we either lack the courage to unite through meaningful convictions or we are afraid to forgo the familiar.

Armed with a vast spectrum of beliefs about the value of learning, the early philosophers of enlightenment advocated that the propagation of knowledge could eradicate social ills and conflicts, resulting in human happiness as education would promote critical thinking, freedom, and morality as it emancipated mankind. As the “eradication” mode is presently upon us in this season of pandemic, it is beneficial to reflect and realise that we are rich in rules and regulations but poor in proactive priorities.

Every now and then we must measure our progress. We must examine our existing institutions through our reason and the enlightenment gained. Only then will we no longer be afraid of our own shadows and facilitate freedom of spirit and promote human dignity. Through our education process we have absorbed set ways of expressing information, but have we cultivated minds? Can we navigate paths out of insecurities and immaturity when we are truly unaware of the joys inherent in self-awareness and having a voice?

Traditionally, education practised as schooling has its hallmark in the receiving and giving of systematic instruction and is often limited in scope as an enlightening experience. Instead, it should be about possibility and giving time for discovery, but learners have long been treated as objects instead of people, leaving them with little room to flourish and experience life. Schooling has become “drilling” according to a set plan.

Education must leave a child with a powerful sense of hope. As referendums take place, we must dare to discern that education must not be confused with schooling. In his highly influential book Pedagogy of the Oppressed, Paulo Freire, notable Brazilian educator and philosopher, introduces the term “banking” to represent the actions of students receiving, filing and storing deposits. This mode does not provide the avenues for critical thinking. What we need is a progressive practice and praxis that makes a difference in the world we want to create in the ensuing years.

If we dare to think for ourselves, we will then enquire if education as we know it, in the “paradise” of TT, has provided equal opportunity in a democratic society. We must dare to be wise and examine the beliefs of parents, business and community leaders, as well as political processes, so that the future generation of men and women can take responsibility for themselves while emancipating themselves from the hopelessness often perpetrated in the social world.

It is through learning that students should believe that they could be “more.” This task of developing potential provides the pathway for informed, respectful, and wise living. The spirit of truth and possibility leads to the sharing of life with other human beings and not just the rat race of trying to make a living.

In an age where education seems to be a war and students are easily distracted by the social world, we must remember that this same social world has relevance to them. Their social interests must become important to us, for these can become powerful learning tools that spark hope in their lives that are often marred with social pains.

Hope in education requires radical approaches toward learning and teaching, challenging oppressive systems and being open to alternatives. Enlightenment isn’t over because we are being awakened to understand the nature of suffering and will conscientiously choose to help others find freedom and dignity.