I live at a place where non reading of books is seen as a norm and something to feel proud of while reading mostly as something abnormal and unnecessary. Ironically, even teachers — serving or retired —prefer to be non readers; a few of them may at times, read some books on spirituality. Nothing else.
Reading books broadens your mental horizon; also enhances your pool of knowledge. According to the ancient Greek philosophers, having knowledge is a virtue, suggesting that the lack of knowledge is an evil. We, therefore, conclude that for people, including teachers and students, book reading is a leading source of knowledge. Also of wisdom and enlightenment.
To be a student in any educational institution is a privilege. Whether at a school or a college, a student learns from teachers, from the environment and most importantly from books. Unfortunately, the noble action — book reading is missing among our students, giving a strong beating to the scale and scope of their knowledge and competence.
When a student achieves a good grade in an exam, the general perception goes that he/she is brilliant and has adequate knowledge. But that is not the case always though at times a high grade student may possess sufficient knowledge. As a teacher with about 16- years experience in school teaching—especially at the secondary and higher secondary level—I have found several students having performed excellently in a particular exam.
But they lack the knowledge and understanding of the contents/books which they have passed so well! These students cannot analyze, evaluate or explain the contents which they have memorized .It is only the deep study of books which can enable them to understand things and then apply them in solving the challenges of life.
There is a notion among students that studying books is wastage of time and energy and that memorizing easy notes, available in the shape of loose sheets, are a smooth road to success in an academic or a competitive level exam. This notion over the years has proven right because the success rate in exams, particularly in the academic exams whether at the school or university level, from the past several years has been outstanding. Consequently, book reading has lost attraction and appeal.
A high performing student/ candidate may have a better memory worthy of appreciation. But just awarding the memorized content is injustice with the student having the better understanding of contents but having written it in poor language. Should students/ candidates not be evaluated for their critical understanding of contents? Undoubtedly yes. Which will reform the exam system and promote book reading.
What encourages indifference and apathy towards book reading is no or low priority on discussing and debating contents in our educational institutions. Our institutions focus on teaching contents by passing vague knowledge onto students. No debates are organized to test and train their understanding, analytical and critical appreciation.
The key is to prescribe the quantity of curriculum whose timely completion is possible. But not at the expense of book reading, an asset. Yes, the amount of syllabi can be reduced to ensure the understanding of contents.
Additionally, critical thinking and critical analysis of contents must be prioritized. For example, a student is taught what is respiration .But why do we depend on oxygen and why cannot we live without it? Similarly, a tomato is a fruit, not a vegetable. Why so? Such questions are not asked or discussed. As a result, students see no benefit in critically analyzing contents and so largely ignore the study of text books.
The sheer memorization of contents promotes the bad habit of copying and cheating among them. If students’ performance is tested in terms of critical analysis of contents, they will not just become great scholars but they will also become hard workers and creative thinkers.
Most importantly, the no or low focus on the teaching of language as a language , not just as a book of stories to be memorized, is a big obstacle in the way of our students to study books . Although students do know grammar to some extent but they lack the ability to critically examine a content because of their poor command over language. Our students do not write anything in their own words or speak something in their own words. They always depend on their teachers to write a topic for them and when they deliver the topic, their poor language is reflected in their faulty pronunciation and speaking manner. Their poor vocabulary worsens the situation.
Unless, our students are freed from the prison of just memorizing contents and of awarding it in terms of high grades, the interest and passion for the study of books cannot generate among them. Teachers, administration and the exam conducting bodies can play a pivotal role in generating a book reading habit among students. Focus must shift to rewarding the understanding of contents from just memorizing them.
(Author is a teacher by profession and can be reached at: [email protected])
