Malaysian Lasallian Educators Conference IV

8th 10th June 2009

Kota Kinabalu, Sabah

Lasallian Educational Ethos in Malaysia

Painting New Horizons for the Young

Anthony Rogers FSC

Introduction

The aim of this presentation is to address three relevant questions: What does the Lasallian Family have to offer to the Young in Malaysia today? How can the Lasallian Educative Community bring this to reality? What should the priorities of our Lasallian Educational Institutions, Projects and Programmes? We hope through this process to arrive at a common understanding of the three dimensions of a Lasallian Educational Ethos that seem to be a prerequisite for our common tasks in our way forward in the 21st century. We need to return to the child and youth as the centre of our educational processes, especially the weakest and most in need of help (Growing Sensitivity to the Young). The Lasallian Educative Community has to become a visible sign of unity and credibility if we are mould minds and touch hearts (Nurturing the Organic Unity of the Lasallian Educative Community) and redefine the meaning of a Lasallian Education.  It is this return to the essentials of the Lasallian Educational Mission that we will bring about a process of revitalisation of our educational mission in the context of Malaysia. (The Birth of an Innovative Creativity for Revitalisation)

I.      A New Sensitivity to the Dilemma of the Young

In the Human Drama of Modernity

The path to painting new horizons of Life for the Young has to begin with a critical introspection of the context of the realities that are being experienced by the Young today. Each epoch of history produces a new generation of young people because of massive changes that are taking place in society and in their lives. It is urgent that we take a serious look at the dramatic, complex and radical and fundamental shifts in ways of thinking and feeling, relating and interacting.

Besides this critical review we as educators are to make it easier by providing the Young with the resources and opportunity to enable them to paint new horizons. New Horizons allow them with a renewed vision to understand the radical shifts taking place in their inner being and in the cultural and moral platforms they stand on today. Sociologists tell us that what is happening around us in the world is a result of economic, political, social, cultural and religious globalisation. These forces are so powerful that we are beginning to see globality as a situation “where everyone is competing with everyone from everywhere for everything”. The global radical shifts are affecting the very foundations of our cultural, social and political order. A whole series of societal shocks, economic eruptions and cultural tremors has been felt by people all over the world. But many of us want to believe that some of the most vulnerable have been children and youth. We know that the sudden shift in the earth’s crust or the eruption of an undersea volcano results in a tsunami. In the same way the forces that are affecting the Young today needs to be understood both from analyzing the underlying causes and addressing the immediate needs of the Young. We also need to understand the global as well as the local perspectives and impacts. We cannot remain complacent and indifferent to their large life-affecting influences and believe that an excellent education is judged by the number of A’s at the end of 11 years in school. It is this fragmented world that demands of us a new sensitive presence to the Young. It is mandatory that we offer them an alternative perspective of life. Few countries in the world can claim that their education system is not in a mess. If we dare to listen to the Young, they will tell us that their teachers are not their only teachers and the school is no longer the only place for them to learn. They will claim that the information technology, the television and their peer influence their lives more. 

We tend to be happy and assume that we are only expected to “fix the problems” of the students in our schools and picking up the victims. As Educators we need to look at the moral and ethical tsunami that is literally placing them in deep and dangerous waters. Without analyzing the underlying causes of their present day realities we will not be able to give a holistic and integral education. We know that this is the result of the undercurrents of the moral and cultural tsunami that is affecting all our lives both the adults and the young. Let us look at a few of these “ism” that have become a way of life as a part of globality and modernity.

Moneytheism is the compulsion to collect “paper and plastic” that we think brings status, power and glory but in the process we reject love, friendship and joy in our lives.

Materialism is the unrestrained tendency to accumulate more and more perishable and worthless material things that we can’t “Hand Carry” in our Cabins (Coffins) on our all free flights to the next world. 

Consumerism is the compulsive obsession to buy things we don’t need,  often with money we don’t have, in order to impress people we don’t even like.

Utilitarianism is the gradual change in our basic belief that life is about “ Loving People and Using Things” to accepting unconsciously that “Using People and Loving Things” is the only path to human happiness.

Secularism is a way of life when we set aside the universal belief based on the Wisdom of the Divine and the Transcendental and come to accept that Might is Right and that Reason alone is needed to build a better world. Rationalism denies the possibility of the sacred and mystery in life. We vehemently deny that Faith and Reason can live in perfect harmony.

Hedonism is to be slaves of instant gratification of the senses and pleasure as the ultimate source of happiness in life. With this as the goal we discard intimate relationships with persons that we need to keep permanently in our hearts.

We are also becoming more and more aware that the norms of modernity influence our current expressions of behaviour and life style are intimately linked to both their inner identity and our longing for the very meaning of life itself. Without an inner identity rooted in our interior life, we tend to focus on the external and the ephemeral, the material and the immediate gains.

 Appendix One traces a litany of the changing social environment and the impact on the Young and their families. Lasallian Educators need to prepare the Young to address the glaring gap between how society (to read adults) lives and what they teach and preach as politicians, teachers and parents. Education is not only to formulate theories, expound knowledge and disseminate accumulated information.  It has also to be a process of bringing a new consciousness to the Young of their lives and realities so that they can be motivated to build a better world for themselves and the next generation.

This conviction flows from a deeper realisation of the underlying primary meaning of education of the Young. The Lasallian educational historical roots and rich heritage convinces us that we have to return to the original ethos of our founding inspirations. Education of the Young is about and has to be about the process of preserving, nurturing and promoting human growth within a learner-centred community. It is not about preserving the past but being able to learn new lessons from the past. It is not just nurturing them fit into society but to be nourished by the creative energies of the Young in search of the fullness and wholeness of life. The promoting of human growth within a life-giving community is not only about social mobility and personal advancement but also about social responsibility and ethical evolution.

1.       The Lasallian Educational Ethos: Listening to Our Inner Voice

Today education has to move beyond "knowing" and "teaching" to "understanding" and "living anew". This is true because formal education today has become excessively preoccupied with the acquisition of knowledge, information and skills and made secondary the equally important aspects of education of the whole person to fullness. The reasons for this trend are complex but what seems vital is to return to the basics.

We know that to teach is to instruct, discipline, school, coach and tutor. It thus attempts to direct and train by precept, examples and experiences and thus guides the lives of the Young. We thus enable them to think for themselves and learn values and attitudes of tolerance and respect for the self and others. We thus impart knowledge and skill to prepare them for life. The challenge today is to move from being competent Teachers to Being Educators. Education from the word “ducere” and “educare” begins with where the “Person Is”. It has to do with bringing up and helping persons to develop by catering to varying groups, based on their needs and as persons, with their varied talents and dispositions. It attempts to relate the growth in knowledge and skills with wisdom and moral balance and other desirable qualities of mind and character. We therefore need to make the Young life-long learners based on reflecting on experiences in their lives not just limited to books and the desired goals of the formulators of our educational policies and academic curriculum.

How can we therefore bring about their integral human development? Holistic Education has to bring together all the essential dimensions of our lives: the intellectual, physical, the emotional, and the psychological that must be linked with the moral, the ethical and the religious. How can we purge undesirable values and transforming them into values that enhance both their sensibilities and sensitivity? This has to result in a greater perceptiveness and a will cultured to a new social responsibility for one another and society as a whole.

  

2.       The Need for a New Universal Ethos

The Encyclopaedia World Dictionary defines ethos as “the fundamental spiritual characteristics of a culture”. Our culture is the milieu in which we draw our life meanings and to which we constantly contribute by seeking its constant transformation so that the human social ecology is not only about maintenance but is also self-sustaining and life-giving. Our ethos is thus our guiding belief, our standards and ideals that characterise our lives. This underlying Spirit pervades a group, community, an institution or a people. More than its external characteristics and manifestations is the Spirit that motivates the ideas, customs and practices in each epoch of history. It seems therefore mandatory that educators as persons and the educative community be sensitive to the underlying hopes and aspirations of the Young. Although T.S. Eliot said that “the general ethos of the people they have to govern determines the behaviour of the politicians” we can also say that “the general ethos of the Young they have to educate determines the behaviour of the educator”.

Perceiving with a greater sensitivity both their cries of grief and anguish and their hopes and joys makes educators recognise in each era, each age and each epoch and are deeply inspired by what may be called its inevitable ideas. This flows from a wisdom that allows people to paint new horizons. The death of old forms of slaveries came to an end in the last century but we have today new forms of slavery that needs a new universal ethos.

The educational package that the La Salle Brothers brought to Asia in 1852 for the Young was indeed a precious cargo of hope. Educators today therefore need to contextualise their content and comprehend the complex life determining trends that pervade our lives today. These forces actuate major patterns of thought in our present day materialistic, individualistic and consumeristic culture in the larger in society and very concretely influencing our families and institutions. We therefore need a Lasallian Educational Ethos that will transform our fundamental outlook, moral attitudes, and our current hierarchy of values.

3.       De La Salle’s Educational Ethos

We have already seen that the Lasallian Educational Ethos has to begin with a Holistic Education: on that promotes the development and growth of the Young who have been entrusted to us by their parents and society. We have to help them to grow in mind and heart and to build a personality and character that begins with our new sensitivity to their needs.

The second characteristic of the Lasallian Educational Ethos flows from the essence of the charism and gift that John Baptist De La Salle shared with us. This was rooted in his passion for God and compassion for the children and youth and their parents. It was his eyes of faith that made him realise that he was given this task to reveal to them the plan of God in their lives. This is about Spirituality. He offered them meaning in life through the years of formation and transformation of their lives. The Spirit of Faith that he inculcated them with was to view all things with the eyes of God. It was this faith perspective that made them committed to care for the Younger with both tenderness and firmness. Without this clarity of faith linked to life human beings tend to seek their own selfish interested and self glory and exclusive self-advancement as the only goals in life.

But this Spirit of Faith has to be nurtured in a Learning Community. This is about the centrality of the Community of the Lasallian Family. John Baptist de La Salle’s pedagogical revolution was concretised in his accompaniment with the Community of Brothers, Teachers and Students through his writings and personal guidance and instruction. Their experience of Faith is what the Community a sign of Hope. Hope in the inner inspiration and source of energy to move forward. Hope gives life to a community.

 It is this Community of Hope that reaches out in loving service to the heart of Humanity as the hidden face of God. It is for this reason that the Founder emphasised that all our works and our lives have finally to give glory to God. It is not about self-glory or the glorification of our institutions. The Lasallian Educational Ethos thus links our Spirituality, Community and Humanity. This integral education can resist the powerful waves of change around us. We are all aware that the task of education is not one that can be totally accomplished today but is a task in constant progress. Education is a dynamic process of human growth and a rediscovery on the meaning of human life. This has to be the focus of the Lasallian Educational Ethos in Malaysia in the 21st century.

4.          Implications for Being Lasallian Educators Today

We are becoming more and more aware that the Teacher Student Teaching Model of the past seems limited in both its content and methodology. It is based on the concept that the student has to be taught in the formal school system to be able to fit into society. The Information Technology Avalanche and E-Knowledge Multi-Media advances have created a new learning phenomenon way beyond what the TeacherStudent Schools had envisaged. We need through a process sensitive listening to making education transformative. This is the only way to enable them to deepen their cultural roots in order discover the meaning of a human and spiritual education. It allows them to reorient their lives to the divine and the sacred.

It is in this context that the moulding the minds and hearts of the Young cannot be separated. We must enter their lives both through their minds and hearts.  We are aware of the old axiom: “If you want to teach Johnny Latin it is more important to know Johnny than to know Latin”. Today we see how true this has become. This is because many of us don’t really understand the Young, especially parents who are the first educators in partnership with the traditional school teachers. Today we seem to be totally oblivious or even confused as to the ways of thinking, feeling and acting of the Young.

We need to remind ourselves that today, what is more important is the subject and not just the subject matter. We can take this one step further to come to the assumption that I will not be able to know Johnny and communicate with Johnny, if I do not know myself, even if I know the subject better than Johnny. Communication of an Educational Ethos seems to call us to move from teaching to mutual learning in partnership. Communication and educating is about the altering of relationship and not about the transfer of facts, information and knowledge. Reflecting in the context of the family, the school and society today, it seems inevitable that parents, educators also leaders in society have to begin their own process of education and formation in and through the process of self-transformation. A transformative pedagogy returns us to the treatment of others as subjects to enter into dialogue not necessarily beginning with words but by entering their consciousness and consciences by and through our presence with them. Our command of language, our knowledge of academic subjects does not put us above others but allows us in and through humility to recognise the seeds of faith that we have to affirm and promote.

We also need to re-examine the meaning of leadership today. Leadership without Dialogue will result in a sterile multiplication of services without improving the quality of education. Materialism, consumerism, graft and corruption are not just behaviour patterns but have deep cultural roots often implanted in the sub-conscious parts of our brains and thus becomes acceptable morally to the person and even socially acceptable over time. Gradually these forms of culture and cultural traits become embedded in the structures of the family, educational institution and society. The same happens in the level of society, when social structures today are almost impossible to dismantle. The Lasallian Educator is thus challenged to shift from the “Subjects Taught” to “The Learner as the Subject”. How can we make each student as a potential learner, especially those who have learning difficulties, with special needs and from dysfunctional families also important in our learning community? 

We need new vehicles today that will offer a new hope to the Young. Since Independence many changes have taken place in our education system but it seems that world has changed faster but the Young seem to have changed fastest. Has the Educative Community also to keep pace with these changes?

II.     The Role of the Lasallian Educative Community

The emergence of a Lasallian Educational Ethos as we have seen is only possible when the Teaching-Knowing Model is supplemented by an Educating-Learning Paradigm that will promote the holistic and integral formation of the Young. This begins with recognising their uniqueness and their individuality and the promotion of their collective responsibilities.

How can Lasallian Educators respond to the needs of the Young bearing in mind both their unarticulated needs and the implications of fostering a Lasallian Ethos in our educational institutions, projects and programmes? This seems possible with the emergence of a new ecology or new environment where the Young begin to see their educators as a community that is concerned with their total well-being. A truly educative community emerges when the persons responsible for its governance, administration and teaching grow in their commitment to both their immediate needs of a formal education and academic excellence and a learning environment that enables them to address the many faceted problems that they are facing today. Our commitment as an Educative Community of adults to the Lasallian Educational Ethos has also to be both a Community Experience and Community-Expression. Educators need to become witnesses. We need to bridge a gap between our proclamations and our actions; between what we so confidently profess as the hallmarks of our civilisation and the actual day to world that adults have created for themselves. They see every day and experience for themselves just the contrary. We need to show them the way to building a better world through our lives and them enable them to paint horizons for themselves. Many are becoming more and more convinced that the “People of this generation, especially the Young no longer believe the traditional teachers (Leaders–Parents–Adults) but if they do believe it is also because they are also prophets”. Educators who are prophets show through their BEING that another better world is possible for all human persons.

As we have tried to point out an Educative Community has to learn to be sensitive to the growing diversity among our students. The problems they face springs from difficulties in the home and their family, in their relationship with their peers, the adverse social influences and their inner struggles and dilemmas. The depth of our common vision and the degree of our commitment as members of the Board of Governors, Parents, Alumni, Administrators and Teachers fosters a unity that will result in a new creativity to respond to the Young. Without this unity within the Educative Community that is visible and audible it will be difficult to bring about an education that is relevant and meaningful to the Young. This seems to be the only way to cultivate and nurture a culture where the Young can realise their full potentials.

 

1.     Creating a New Culture of Mutual Learning

The Educative Community has also to grow together in a relevant and meaningful educational pedagogy. We are reminded of the story of the pilot, who is forced to jump out of his single-seater plane that has encountered engine problems. His parachute carried by the strong winds makes him lose all sense of direction and is fortunate to land on the branches of a tall tree. After dangling on the tree helplessly for sometime he is relieved to see someone walking close to the tree. He quickly asks the man: “Sir, please can you tell me where I am?” The prompt and convinced answer is given by the man: “Yes, of course, You are on the tree”. The pilot then says” “You must be a teacher!” The man replies with utter surprise, But how did you know? The pilot responds, “Yes, because you gave the right answer but it is neither relevant nor useful to me!”

Do we have all the right answers all the time? Is there time to stop and reflect on the outside social realities and our own inner preoccupations and penchants. A community that has internalised various forms of “self-promotion” and techniques of “self-preservation” can never hear the inaudible whispers of those longing for freedom and their cries of desperation.

 The Educative Community has to rethink all the right answers to the horde of problems confronting the Young in our educational institutions. These flow from the systemic degeneration of our education system. We dont need to paint a bleak picture, we need only to see the faces of our Young in the classrooms and hear the voices of our parents. We need to fully acknowledge our glorious past for the past 157 years but we also need more urgently to be more creatively engaged as a Lasallian Educative Community. Our heritage needs to be preserved but our legacy to be handed over to the next generation is also equally if not more important. We need to think outside our old boxes, we need to reconstruct new learning environments.

The emergence of the Lasallian Educative Community is possible with the greater involvement and creative participation of our parents. They are vital and integral part of the Lasallian Educative Community. Our parents coming from all walks of life and from all professions can make invaluable contributions to the Lasallian Educational mission in Malaysia. The Lasallian Educative Community can thus have its voice heard in the public arena and in policy decisions that affect all Young Malaysians. If we believe that the only aim of a genuine education is to give priority the urgent cries of the Young and to make unity of all Malaysians a dream we need to take greater responsibility and to ensure that good governance should prevail. We need to think of what is relevant to meet the needs of our nation and people. This only seems possible with a greater commitment for the on-going formation of each and every member of the Lasallian Family. We have already set in place structures and programmes at the level of the Malaysian Lasallian Education Council. The silent majority of the members of the Lasallian Alumni have a very vital and important task if these dreams are to become a reality.

It is clear that we need new partnerships among the members of the Educative Community. The Young today are not inspired to the adult world for their achievements and accomplishments but the integrity of their lives. Being used to having more and more material benefits is not the only mark of great success. They are touched by our attitudes of willingness to listen to their unspoken hurts and thus to be touched by both our compassion and wisdom. The Lasallian Educative Community is the new nursery to nurture a new generation of Malaysians with integrity and social responsibility as their way of being truly Lasallian in Malaysia. Here lies our hope for the future.

III.           The Challenge of the Lasallian Educators’

Innovative Ingenuity for Institutional Renewal

We have seen that the holistic education of the Young has much to do with our willingness to journey with the Young in their search for inner identity amidst the growth of crass materialism and narrow secularism. It is in this context that the Lasallian Ethos and Mission needs a more organised and structured form. There is the constant struggle to nurture personal wholeness and collective responsibility. The changes to our structures cannot be cosmetic but one that is radical and transformative. We need to critically review our policies, pedagogical processes, programmes and projects. 


We are reminded of the story of the young man, who was so deeply in love with his loved one that when he had to go to a far away land, he never failed to send his weekly passionate letters. This was his way of communicating and deepening his expressions of unfailing love for her. Months and years passed without any response. Finally, he received the long-awaited letter. He opened the letter to read the message: "Dear Love, I have finally decided to marry the Postman who brought all your letters. Thank You."  We need to ask ourselves if we have fallen in love with the Messenger and the Means failing to realise the meaning and content of the Message. We are being called to contemplate the meaning of a genuine Lasallian Education.

Today the greatest challenge is to rediscover the fundamental role of our educational institutions, projects and programmes. The chaos in the world of the Young today reflects the crisis of humanity deeply embedded in our institutions. The world mirrors and reflects an inner disorder within the mind, heart and soul of the human person. Just as any material product has its “Shelf-Life” Sticker and “Best Before” Tag, we need to constantly update and renew our institutions not just rebrand and repackage them.  We need to regularly to return to the original ingredients and create new recipes to make them more palatable and nourishing for the consumer.

We have seen that new Horizons and renewed Spirit can only evolve from a holistic educational ethos. From this will flow our commitment to the development of renewed educational institutions based on our strategies and programmes appropriate for the 21st century.

We are all aware of the myriad of problems most of our Lasallian Schools are facing with regard to the financial allocations for maintenance, repairs and further developments to meet the increasing needs of our students. We are fortunate that the members of the Federation of Lasallian Alumni Associations have worked tirelessly to meet some of these needs. At the same time we have to ensure that the quality of our education is not compromised. While acknowledging the fact that the MLEC has been committed to the revitalisation of our Schools by formulating clear Policy Guidelines in order to strengthen all our Boards of Governors and Managers much more needs to be done. We are now in the process of setting up other Committees that will implement intended plans for the future. These include the following: The Finance, Administration and Auditing Committee, Building and Maintenance Committee, Staff and Student Development Committee and Lasallian Heritage Committee. We are now in the process of working the Terms of Reference for the respective committees.

We need a new commitment on the part of the Alumni to look into not just of their respective schools but the interest and common good of all our Lasallian Schools. We can see the growing gap between the “Well Off” and the “Not So Well Off” Lasallian Schools. We need to address this malice if we are to have credibility as the Lasallian Family in Malaysia.

1.     Our Path to the Renewal of our Educational Mission

We have seen that the education of the Young is the path to bring more humanising dimensions to the lives of individuals and in and through this process to meet the new challenges faced by our nation. Education is not only about personal development and social mobility but about the transformation of the human person, the human community and the human family. In the world of modernity and scientific advancements that is separating material human progress and our inner spiritual identity and destiny we are confronted with a new civilisational crisis. Things fall apart the centre cannot hold. People of all religious faiths and traditions today are more than ever convinced of the necessity and urgency to balance material progress and spiritual growth. Education has to give equal importance to the ethical, the moral and spiritual dimensions of life. Our consciousness of our Being in God and the formation of the Conscience, where God dwells and moves human persons has to work together with others to build a world of peace and harmony.

We are all aware that Malaysians are being more and more divided and various divisive forces have over the years torn apart the harmonious fabric of our society. But as Lasallian Educators in Malaysia we have been truly convinced right from the beginning of our history, and we therefore welcomed and accepted the diversity of the cultures and religions of all our students. This is what made us different and unique. We accepted all to our students because we are about all and for all, especially the weakest and the poorest among generations of the Young in this land. We believe that our appreciation and acceptance of the diversity of religions and cultures and beauty is our pillar of strength. This was not merely one of our strategies but our preferential option because it is a distinctive part of our vocation to be Lasallian educators. This flows from our Spirit of Faith and we have seen so many manifestations of Hope that has been born again in the lives of our students. This is a legacy and heritage we must not only cherish but the only path for our relevance in globalised Malaysia.  It is this Hope that our Brothers and Teachers have experienced that has given us the zeal and courage to teach minds and touch hearts. This is one of the primary aims of Lasallian schools.

It is this readiness and eagerness that makes the transformation of person and the community possible in our educational mission to youth and children of today, in the most difficult situations. This is the prophetic intervention of individuals and organisation that have over the ages in the field of education taken up the challenge of transforming their lives through literacy, living skills and ability to distinguish good from bad and to decided their future in society.

Education, thus understood as the formation of the human mind, through knowledge and insights gained from experiential learning is capable of bringing into birth a new paradigm of life-giving and life-sustaining education. It has to address both personal and community changes resulting in policy changes.

In order to bring renewal to the Lasallian Educational Mission in Malaysia we have seen the need to be sensitive to the new needs of the Young, to see to the formative processes for inculcating the Lasallian Ethos among our Educators and to the strengthening of the Educative Community. This we believe is the only way to foster our innovative creativity in our structural renewal as an Institution. We will therefore look closely at some of the major concerns that need to be sustained, improved or to establish new projects and programmes. What is at the heart of our concerns is to both the Spirit and its external manifestations. We can move at our own pace at the Local and Regional levels to examine the various possibilities and see to their implementation in keeping with our needs and available resources. We can begin with models that can be replicated and developed over a period of time.

It goes without saying that much of what has been reflected about the Lasallian Schools in Malaysia is definitely already been lived out and practiced. This is one of the main reasons for our presence here to share and to exchange at this Conference. What we have identified below can contribute further to our dialogue and discussions.

2.     Some Possible Priorities for the Lasallian Educational Mission in Malaysia

1.                 We can look into the situations of those with Learning difficulties and unable to cope with their academic studies due either a weak grounding in the basic at he primary level or those from difficult socio-economic backgrounds. The setting up of Learning Centres in all our Lasallian Schools will be a big step forward in both the development of attitudinal and motivational enhancement improvements. These can be further developed and subject to more study and discernment.

2.                 We see the urgent need to establish Lasallian Heritage Centres in all our Schools as the vehicle to see to the on-going inculcation of the Lasallian Educational Ethos. Besides being responsible for enhancing the Lasallian heritage and tradition it can also be the means to create a greater responsibility for their fellow students in help and to show their social responsibility through projects for the poor and disadvantaged. It can include co-curricular activities that are both formative and service-oriented. They can also be the core of the new alumni who will continue to be at the service of alma mater and our nation. They will be the core of the National Lasallian Youth organisation.

3.                 We need also in the long term as Educators and Administrators to take seriously the other aspects of our educational objectives, especially in the area of social responsibility, environmental awareness and national unity and integration. 

4.                 We are all aware of the increasing numbers of Young who have Special Needs be it those with Autism, ADD, Down Syndrome etc. We can look into the possibilities of integrating such students by setting up Centres and providing facilities for them. We already have a tradition of being at the service of the Visually Challenged and Hearing Impaired in some our Institutions.

5.                 Besides the focus on the stipulated Secondary School Curriculum in our Schools we can look into supplementing these with Vocational and Livelihood Skills that will enable them to either seek further accreditation or even seek employment at the end of their academic education. There have been the on-going debates and discussions on the minimum number of subjects for SPM; we can think in this context of introducing other courses. There have been numerous suggestions to include Religious Knowledge, Music, Drama, Mother Tongue Languages etc. St. Xavier’s Institution, Penang has successfully developed over the years its Baking Course for its students. We can look into other possibilities in our other schools.

6.                  There is a growing tendency to give less and less importance to co-curriculum activities in our schools. We realise the importance of sports, computer technology, arts and drama, music and linguistic competency for professional advancement.

7.                 We should continue to pursue further the setting up of new private Lasallian Educational Institutions at the primary, secondary and tertiary levels. We can enter into partnerships with the members of the Lasallian Family and look at various models. This can include technical and vocational centres offering courses in information technology, professional skills in design and technology, agriculture and even semi-profession accreditation in accounting and management etc. We can also look into setting up such projects for the Young of Indigenous Peoples, Migrants and Refugees and Out-of-School Youth etc.

8.                 The Malaysian Lasallian Education Council (MLEC) has been looking into the possibilities of setting up a Lasallian Educators College that will serve both the needs of our current teachers and the Young aspiring to become educators. The College can prepare educators for the new and diversified needs of our Educational Institutions and Programmes including Learning Centres, Special Needs Vocational Centres and Vocational Courses etc.

It is clear to us that the implementation of the above will depend on the degree to which we make our communication with the whole Lasallian Family a priority. We need to make us of the Internet, our Blogs as a new way of communicating. This can be at the national, regional and local levels. We need to keep all informed about the developments in our schools so that we can continue more meaningfully our educational mission in Malaysia.

Conclusion

As we chart new directions for the future it seems inevitable that we be uprooted from the sentiments of the past and being protective sentinels of our history. The challenge is to become the prophetic educators for the future of the Young. We know that as Educators we will always be confronted  with new problems but this is when we need to move from the superficial to the supernatural.

The Parable of the Swaying Bamboo conveys the essence of the New Horizons in Education in the 21st century: The Master Gardener had planted this beautiful bamboo in his garden and took great care and was thrilled to see it grow and mature as each day passed. It turned out to be the most beautiful and elegant plant that the Master was so proud of his special friend and gave it all his tender loving care. 

One day the Master walked sadly into the garden and announced solemnly that the time had come for the majestic bamboo to be at the service of the Master. The bamboo replied, “Master, do as you please, do what you want to do with me". The Master said, “I will have to cut you down, cut off your leaves and your tiny branches". The bamboo replied, "Do as you will Master". The Master went on to say, " Yes, not only have I to do that but I would also have to split you into half". The pretty bamboo was perturbed and asked, “Yes, I don't mind being cut and stripped of my leaves, But do you really have to split me into half and take away my very heart? Bamboo then continued with a little hesitation, "If you really have to do this then I will be ready to give you the whole of my life that you have nurtured"

The Master then began to cut down bamboo, strip it of its leaves and branches and split it right down the middle.  He took one end of Bamboo and placed it into the mouth of a little spring and walked away with sadness in his face.

When the rains came, the little spring sent forth the gushing waters, along the body of Bamboo to the parched Rice fields awaiting the birth of new life.

Here lies the path to Hope and our Dreams.

Thank You

9th June 2009


Appendix One – The World of Changes and the Young

1.                     There is a growing unhealthy family environment and lack of communication. This is due to the busy schedules of parents, especially with the increasing number of those who have an alcoholic problem. This results in the lack of parental care and proper guidance. This impedes the quality interaction between parents and children. The result is the increase of negative values, ignorance and the possibility of being easily manipulated. The growing generation gap is due to the fact that there is a lack respect and unwillingness to listen to parents. Mixing very closely and being influenced by friends with similar interest is often harmful. Their negative behaviour becomes difficult to alter especially when they do not have parental guidance and care.

2.                 Parents apply old ways and methods to solve contemporary challenges.  With the rising cost of living, parents are faced with problem in sustaining family living. They are forced to be out of home and away from children and family to earn money. The expectations of parents are high and they are also busy with their careers and lives. They are subject to the pressures of modern living. They are more interested to work to earn income and be financially independent. There is a lack of communication between parents and children because of the abuse of communication technology and this increases the generation gap. The results of the growing generation gap are obvious. 

3.     With more and more family break up it is difficult to sustain spiritual and social values. The family becomes vulnerable and the young are more prone to become involved in social ills. These trends have given rise to various form of moral degeneration. We therefore see new trends including child prostitution, early marriages, drug addiction and sexual abuse. These include teenagers in love, especially in Co-Ed Schools and problems of same sex relationship in same gender schools.

4.        Materialism is one of the major concerns and is the result of the need to be accepted in certain groups; to be at par with their peers; to have what the others have; the KIASU phenomenon the fear of losing. Often religious values are forgotten, just to satisfy their material desires.

5.     There is growing Drug abuse due mainly to influence of peers and friends.  Syabu, they claim helps to keep slim (popular among young girls for vanity reasons). Parents feeling sorry for their addicted children and often  support them by providing financial aid to buy the drugs.

6.     Peer influence prevents the contribution of the young and the failure to attain our national objectives. There is a general weakening of morals and spiritualities and values and norms in various facets of society

7.     This is due to the easy access to the Internet and the availability of CD without censorship, guidance and monitoring. Students who come from a poor background family not only face problems in the family but have to compete with their more well to do friends to acquire the latest ICT gadgets. The pressure is experienced in the home, in the school and from their friends.

8.     Musical influences including MTV/reality TV show-AF etc. is taking up the energy and interest of the students. This is one of the reasons why they do not excel in studies and become school dropouts. They spend more time with friends in discothèques and dancing and singing.

9.                 Blackmailing through the use of Hand phones and the rise of pornography is affecting the young and also their religious values, morals and marriages. Out of 10 people, 8 will surf pornography sites (source: Yahoo). Parents find it difficult to monitor their children even in the home.

10.             Today popularity and being someone in the school is defined by the ICT culture. Thus the misuse of ICT/Hand phones is a serious problem in schools. Students use the blog to bring down other students even teachers. Trading in DVD is common.

11.             In the context of the school, the students have often a poor focus due to the lack of discipline, expressed often in the lack of attention and respect. Pampering, spoiling and spoon feeding by parents, includes their attitude of easily giving in to their children. Too much pampering will result in children being too demanding, aggressive, irresponsible, lazy, no initiative and depending on others.

12.             Parents depend entirely on teachers to take over their role as educators, at the same time parents are not cooperating in disciplining their child. Lack of discipline shows itself in growing vandalism, no sense of right or wrong and minor criminal activities including stealing and cheating.

13.             There is little cooperation and mutual trust between parents and teachers, in facing the issues faced by the students thus there arise often misunderstandings with teacher, especially with parents of students who cannot cope with their studies.

Note:

These are some of the problems that were identified by teachers during a workshop on the reality of students in schools. They had also suggested a number of proposals to address these problems.

 
 
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