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Education is not charity but a debt overdue | 二水 | 籽識教育

這是美國參議員Justin Smith Morrill 1880年在參議院的演說中提及的,他就是那位在十九世紀提倡土地撥贈法案,由聯邦政府撥地興建公立大學,奠定現今美國高等教育基礎的議員。美國內戰後,黑奴得解放,Morrill再審視美國教育思維及方向,認為美國一直提倡人人都有接受教育的機會及自由,但其實卻一直忽略了工人階級,於是再向國會提出並獲得通過第二法案,要求法案下受惠的州必須證明種族並不是入學的標準,逐漸消除階級及種族歧視,令黑人也有機會接受高等教育。而他在演說中提及教育不是慈善,而是過期的負債,對象正是一班剛被解放的黑奴家庭。
筆者且抽水式的引用Morrill的教育思維,並把重點放在「慈善」和「負債」的分別上,反省現今香港教育,一直推行的免費教育是以慈善為出發點,還是有欠債還錢是應份的心態?既然免費教育的出現是因為認同人人皆有平等接受教育的機會,那麼平等的意義,又豈只是在金錢的層面上?
想深一層,我們的政府對教育下一代的承擔在哪裡?學生因壓力大而選擇自殺的個案越來越多,教育局一直沒有正視教育政策及檢討推行模式,只是撥款500萬大元(平均每間中小學5000元)給學校舉辦家長學生講座和心理健康活動等,如果不是腦殘得認為這樣可以解決問題,就是給資本主義荼毒太深,認為錢是萬能的;如以上皆不是,則是敷衍了事,欠缺承擔。
早前在 貴機構舉辦的活動「教育路,請先轉學生道」中,其中一位中學生嘉賓分享時提到,在普遍教育制度下,中小學主要是賦予學生知識,而高等教育則是培育人才以配合社會需要,言則中學成績較差的學生,就會因吸收知識能力較弱,繼而沒有機會升上大學接受全人發展培訓及思維訓練,這確實是有點矛盾又可悲;高等教育一直著重個人發展及獨立思考訓練,為學生進入社會獨立生活前作最後準備,如果說世界未來發展將著重多元及創新,那麼年青人的獨立思考、對世界事物的好奇心,好應該從小就開始給予空間加以引導發揮,而不是在中小學課程上倒模式單向傳授知識,忽略及扼殺他們的創意,然後才對部份有能力入讀大學的學生硬推批判思考及創新思維的重要性。
如果我們對教育下一代有一份欠債的心態及負擔,就應在提供免費教育之餘,努力令每個小孩子及年青人得到真正平等學習的機會及權利,不要被「現實是殘酷」的老練說法所影響,去接受總有些人成為「教育制度下的犧牲品」,我們可以做的事其實多的是,一同努力為下一代出多一分力吧。