The role of an educator is not simply to transfer knowledge but to inspire positive beliefs in students so that they have better thought and judgement.
THE universe, as we know it, is governed by four fundamental forces of nature: the strong and weak nuclear forces, electromagnetism, and gravitation.
Of all these, gravity is the weakest.
By comparison, the strong nuclear force is an undecillion, orseveral billion times stronger than gravity.
Yet, gravity reaches out into space the farthest that it is the one force responsible to shape the entire cosmic structures of the universe: planets, stars, and galaxies.
It pulls in the molecular clouds produced after a supernova explosion and binds them together to form a new star system of which planets and moons are born, akin to what we have in our solar system.
The lesson to learn here is to not underestimate things that seem insignificant, but which could turn out to be critical in building important foundations at the biggest scales.
What about us? What is the foundation that governs our behaviour, builds our communities, shapes our societies, motivates our discoveries, and drives our inventions?
What persuades parents to act in certain ways to their children, Why do teachers teach the way they do? Why do teenagers copy or follow the latest trends?
Here is a clue. It seems to be the most intangible, but pervades quietly beneath our subconscious minds. The answer is: our beliefs.
Our beliefs certainly set the paths we take in life. I’m not talking about the labels of which religion we belong to, which have sometimes been used to create divisive fault lines between people.
It is about the deeper belief in our sense of being: of whether we believe there’s a purpose in life, or if we matter at all, or if life is fair or not.
People don’t talk that way these days. Those questions are either deemed philosophical (a euphemism of being unrealistic and pointless), uninteresting to the general public, backward to the fast-paced thinking of today’s “technogeeks” who are more concerned about facts and figures, or just plain lame to the younger generation.
Nobody dares to do so at the risk of being labelled idealistic.
But in truth, our beliefs form the basis that inspire our thought and judgment.
What one aims for in life depends on whether one believes that true happiness lies in material wealth, or if one subscribes to the notion that life is worth living, if earned with sincerity and balance.
Whether a student is going to learn well or not depends on whether he or she believes that true education leads to wonder, success, and self-worth or that education is just another dreary phase in life, where the joy of other issues and happenings, triumphs over learning.