"Knowledge which is acquired under compulsion obtains no hold on the mind."
COMMENT | I once taught Thinking Skills, Foreign Policy, and Ethics. My approach towards teaching thinking was about increasing the capacity of the mind to explore newer perspectives, make critical judgement, and envision a scenario of a society of peace and justice, based on the principles of multiculturalism.
I value such an experience and have grown with it. We need to create and nurture a culture of thinking in a world that is increasingly hostile to radical and ethical ideas.
What could be even more important now as we enter a new phase of Malaysian intellectual evolution, at a time when we hear stories of vice-chancellors are enemies of the people’s mind and are being removed?
In my teaching, the approach combines universal ethical values, creativity, critical thinking and problem solving, and futuristics. I think there is value in such an approach.
If we can radicalise student thinking, teach them to stand for their rights, give them choices in thinking, have them articulate great ideas in their own words, we can make them better graduates.
We can train them to become good ethical revolutioners who will remove oppressive and corrupt leaders and redesign a society that will continue to rejuvenate itself. We can teach them to continue to demand the resignation of corrupt leaders – or even have an entire cabinet resign.
We can also teach them to punish polluters, especially corporations that dump poison into our rivers or release deadly smoke into our environment. We can create socially-conscious futurists out of our children.
Futurists conjure scenarios of societies they want to have – build from the ruins of one that has crumbled out of the need for greed and economic speed.
Radical futurists conjure newer social order reconstructed out of the ruins of the ones ruled by leaders addicted to raw power; power employed to rape the environment and humanity these leaders are entrusted to "govern".
But first, we must have the teachers and lecturers prepare for all these as well. We have many bright, young, academics eager to explore newer perspectives on politics, economic, and cultural aspects of our world. Can they do these in a cognitively-controlled environment? How do we help them...