The Subject Counts Most in the Teaching-learning Situation Today

The Subject Counts Most in the Teaching-learning Situation Today

Of late, there has been a noticeable trend in the realm of education that should set alarm bells ringing. It is a trend that threatens to make the manner of putting across a subject in the classroom more important than the matter itself. Stated in simpler terms, it is a trend that seeks to make the ‘how’ more important than the ‘what’. We are not trying to suggest that the ‘what’ must always take precedence over the ‘how’ in every situation. But the fact remains that generally, it is the subject or the topic that is far more important for the teacher (as well as the student) than the manner in which it is sought to be imparted. One important change in the teaching-learning situation is that today, teachers are more inclined to entrust greater responsibilities to their students that they used to about half-a-century ago. Fifty or 60 years ago, a teacher had to do much more work than a teacher of today. Teachers who were teaching in the1940s and 1950s had to put in much more work to have access to their material than the teachers of today. Those were days when we did not have the Internet or Google to furnish information in a jiffy. Our teachers had to work much harder to get their information. The idea of assigning ‘projects’ to their students was something that did not occur to teachers of those days. So, we have no easy way of determining who the beneficiaries were in those days. But a safe guess is that students of the 1940s and 1950s were far more fortunate than students of today.

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