More than Textbooks

Even though the school curriculum in Nepal has emphasised the holistic approach to teaching, it has rarely been realised in practice. The holistic approach mainly covers children’s development in physical, mental, emotional, psychological, social, cultural and spiritual dimensions. This approach focuses on preparing students to meet any challenge that they may face in life and in their academic career. Whenever the opportunity presents itself, teachers must be able to integrate these aspects together.

If you observe any typical Nepali classroom, you can find a teacher focusing more on students’ academic excellence. I think it is a privilege for someone who gets the opportunity to observe the same thing in different contexts so that they can compare on the basis of firsthand experience. I am privileged to have had the opportunity to observe both the Nepali and Australian education systems closely. This has helped me explore differences between these systems. While talking about the holistic approach, an example from an Australian primary school may provide an insight into how this approach can be integrated into the school programme. This dates back to the time when my son was studying in Grade 5 at a state school in Victoria, Australia. I used to go to his school every day to pick him up. He used to share his school experience with me on the way to home. One day he was telling me about what he had learned at school. 

He informed me that Mrs. G., his teacher, taught them about physical and mental changes that the senior primary school students (Years 5 and 6) were going through. He said at this stage their mood is zigzagging, not quite a straight line like it used to be when they were younger due to their changing hormones. It is natural to get angry at this age and it is also natural to be unfocused on parents’ questions. He further added, sometimes, to be forgetful is all right as well. He was trying to justify that whatever he would do that I did not like, was not his fault, instead it was his stage that compelled him to do so. At his stage, swinging mood was normal but not to feel that way was absolutely abnormal. My son was in fact telling me about early teen-age psychology. After listening to him I asked, “What do children expect from the parents or how can parents support them?” He snapped, “You should not bother me if I look tired or stressed. Parents let their children deal with their tension themselves. If children need parents’ help they themselves approach parents; not vice versa. If we feel tense, we can release this tension by hitting the pillow or some soft surface.” 

I reckon this personal story is of high educational value. Students’ well-being is a part of the holistic approach to teaching and to let them know about their age-specific psychology is very important. This helps them to learn about themselves and to cope with the challenges they will face in their life whether it is academic or non-academic in nature.

Schools in Nepal hardly address such issues; they focus largely on teaching lessons contained within prescribed textbooks, which will prepare students to perform well in their examinations. However, academic proficiency is but one among a myriad of aspects when it comes to educating the young minds.

(Published in The Rising Nepal on Friday, June 8, 2018 under the title "Beyond Textbooks ) 

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