Unless people read/ write, they are considered uncivilized. The responsibility of educating people about reading/ writing is shouldered by educational institutions set up worldwide. Since good books are a reservoir of rational ideals, reading them objectively, this columnist feels, is bound to act as a passport to the shores of three P’s: Peace, Progress and Prosperity.
Because when someone reads a good book—with patience and passion — their outlook undergoes a positive transformation and transcends borders. This, a global citizen mindset is shaped.
Which evaporates the fog of hate and malice; pulls down the caste and colour barriers; buries the cultural and regional superiority feelings and births noble and novel ideas in a person. It is the fragrance of such ideas that unites hearts, washing away the dirt of nefarious designs. Truth is, a gentle voice echoes with a universal appeal.
Reading of good 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 —reading is a fountainhead 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 out of sight among most students. Thus, the scale and scope of their knowledge and competence goes for a toss.
When a student achieves a good grade in an exam, it is seen as a sign of the student’s brilliance and knowledge. But that is not the case always though sometimes 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 plenty of students having performed excellently in a particular exam. But they are devoid of 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 committed to memory .It is only the deep study of books that can enable them to figure out things and take on the challenges of life. Several students perceive 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 perception 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 many years has been outstanding. Consequently, book reading has lost attraction and appeal.
A high performing student/ candidate may have appreciable memory. But just awarding the crammed content is injustice with the student having a good grasp of the contents. Should students/ candidates not be evaluated for their critical understanding of things? Undoubtedly yes. That will reform the exam system and promote book reading.
What sows the seeds of indifference and apathy towards book reading is no or low priority on discussing and debating contents. Main focus is laid on presenting contents. No debates are organized to test and train their understanding, analytical and critical appreciation.
It is essential to prescribe the quantity of curriculum whose timely completion is possible. But not at the expense of book reading, a stepping stone to comprehension. True, the amount of syllabi can be shortened to ensure the understanding of contents. Additionally, critical thinking and critical analysis of contents needs to be fostered.
For example, a student is taught what is rotation .But why is rotation important? Similarly, a tomato is a fruit, not a vegetable. Why so? Such questions are not asked or discussed. As a result, students see little benefit in critically analyzing contents; the study of text books takes the backseat.
The sheer memorization of contents encourages the bad habit of copying and cheating among pupils. If students’ performance is tested in terms of critical analysis of contents, they will not just become great scholars but also hard workers and creative thinkers. Most importantly, little 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 in depth.
Although students do know grammar to some extent, they lack the ability to critically examine content in light of their poor command over language. For a large number of students, writing or speaking anything in their own words remains an area of improvement. They look forward to their teachers to write a topic for them .And if the pupils present the topic, their poor language is reflected in their faulty pronunciation and speaking manner.
Unless, our students are freed from the prison of rote memorization and it’s awarding 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 cultivating a book reading habit among students. Not memorization but comprehension should gain ground. If we forget books, books will forget us.
(Author is teacher by profession and RK Columnist. He can be reached at: [email protected])
