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Nationalistic education: A historical compromise?
The introduction of an institutionalised education system in Brunei was part and parcel of the first Five-Year National Development plan implemented in the country around 1954. By the end of those 5 years, the makings of a more developed and independent Brunei, which was still under British protection, were well in place, and the society would reap full benefits from the various governmental programmes introduced. The education system mobilised Brunei society unlike never before in its history, and subsequently built the leaders that are in place today. The question of Brunei's political future was secured with the introduction of a formal constitution in 1959, despite its limited autonomy being a protectorate. And with all these changes, it is no wonder today's generation cite Sultan Omar Ali Saifuddin as the architect of modern Brunei; he allowed his people to progress in a way other countries would only dream about. Careful planning and patience was the key to Brunei's success during a turbulent time when there was instability amongst South East Asian countries.
There is something terribly unnatural about national education systems however. At its full potential, any child that will be born and raised in the land automatically comes under the jurisdiction of the education ministry. He or she, by the time it develops enough intelligence growing up in the household will be enrolled in fraternities where they join other children and will be taught a certain way, according to needs and interests of the institution, and ultimately, of the land. In return of having this privilege, the child is now expected to abide by the laws stated in their constitutions. Any sort of delinquency of course is condemned and taken action against. Things however simply work, and it is taken by faith that without this entire system, however weak or flawed, things will surely be worse off. In other words, there is no way to turn back the clock into living in simpler times. People put so much faith in this system, that once put in place, they really cannot comprehend any other way of doing things.
Today's world in any case is vastly different from any other period in human history. The many complexities in organising today's societies, which are a product of different systems, paradigms and thinking, make it difficult for major changes to take place. Unlike how it was, say, in the 50's when world decolonisation was slowly taking place and nationalist movements were a norm. Or a 100 years ago, when countries were very much isolated against one another; it behooved countries to cooperate and collaborate in order to progress. Or a thousand years ago, when feudal civilisations flourished and the stronger kingdoms would rule over the weaker ones. Or a hundred thousand years ago, when the earliest human societies were found. Perhaps back then, one invention might have been all it took to change the entire course of human history.
Salam.
The introduction of an institutionalised education system in Brunei was part and parcel of the first Five-Year National Development plan implemented in the country around 1954. By the end of those 5 years, the makings of a more developed and independent Brunei, which was still under British protection, were well in place, and the society would reap full benefits from the various governmental programmes introduced. The education system mobilised Brunei society unlike never before in its history, and subsequently built the leaders that are in place today. The question of Brunei's political future was secured with the introduction of a formal constitution in 1959, despite its limited autonomy being a protectorate. And with all these changes, it is no wonder today's generation cite Sultan Omar Ali Saifuddin as the architect of modern Brunei; he allowed his people to progress in a way other countries would only dream about. Careful planning and patience was the key to Brunei's success during a turbulent time when there was instability amongst South East Asian countries.
There is something terribly unnatural about national education systems however. At its full potential, any child that will be born and raised in the land automatically comes under the jurisdiction of the education ministry. He or she, by the time it develops enough intelligence growing up in the household will be enrolled in fraternities where they join other children and will be taught a certain way, according to needs and interests of the institution, and ultimately, of the land. In return of having this privilege, the child is now expected to abide by the laws stated in their constitutions. Any sort of delinquency of course is condemned and taken action against. Things however simply work, and it is taken by faith that without this entire system, however weak or flawed, things will surely be worse off. In other words, there is no way to turn back the clock into living in simpler times. People put so much faith in this system, that once put in place, they really cannot comprehend any other way of doing things.
Today's world in any case is vastly different from any other period in human history. The many complexities in organising today's societies, which are a product of different systems, paradigms and thinking, make it difficult for major changes to take place. Unlike how it was, say, in the 50's when world decolonisation was slowly taking place and nationalist movements were a norm. Or a 100 years ago, when countries were very much isolated against one another; it behooved countries to cooperate and collaborate in order to progress. Or a thousand years ago, when feudal civilisations flourished and the stronger kingdoms would rule over the weaker ones. Or a hundred thousand years ago, when the earliest human societies were found. Perhaps back then, one invention might have been all it took to change the entire course of human history.
Salam.
posted by Zed Peace
on 22 November 2009
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