What school taught you is Not what you need most

Instruction does not go hand in hand with education, ask a Cuban

Shouting officerWhen I was a professor at the university, they implemented a "new" evaluation system called "performance evaluation". It consisted of monthly classifying teachers and employees about their "integral" results and assigned them a "performance" (deficient, adequate, superior) wich would remain in force for three months.

The "best" was the payment of an additional bonus during that quarter depending on performance and the "worst" was the ambiguity about what one should do to win one or another category. I came to the conclusion that whatever you did, you should not fail to attract attention and that you also had to be popular among the members of the committee of evaluaters.

I was always "adequate" or something like "mediocre". But to further complicate the issue, each department could allocate a certain amount of "adequate" and "superior", since the budget for the bonus was fixed. It means that if one month they were more outstanding than the budget allowed, some, nevertheless, would be in the category "deficient".

There was not a single student who was not aware of the evaluations of their teachers and almost always in class, they asked the why and the how. I never knew what the metrics were; A monumental task taking into account that a student of computer engineering understands everything through the logic and metrics...

Starting from the university system that I know best, the Cuban, and aware that he is not the worst... I have been able to conclude something: the educational systems are designed to instruct, not to educate. Depending on the country there are Ministries, Departments or Secretariats of Education, they should be called "of Instruction", or something like that.

One gains awareness of this issue after it comes out of the process, not before. And it is later experiences that really educate you. After you realize, you can change that fact whenever you want.

As a cognitive and conscious being, you have the opportunity to unlearn the unnecessary or wrong and begin to educate yourself.

The point is: the instruction does not teach what is needed most to have a high professional "performance" and the graduates go to the post-instruction environment with deficiencies of education. And some of the things that are not learned during instruction and which seem to me to be equally relevant at the technical level are: listening, saying no, being sensitive, not talking more than needed, dissenting, negotiating, risking, sharing, cooperating, deal with frustrations, to have ethics and communicate.

It's also being teaches with much emphasis the aspiration to have a "good" job and to be a "good" employee. Hence, undertaking is so frightening for most of the newly graduated students.

When I was teaching I became aware of this subject, I started freshly graduated to be a teacher. As it was my first work experience I still carried with the "weight" of my instruction and lack of education. I tried, however, to teach my students to learn. Although at that time, I still did not manage the concept of unlearning and I began to re-educate myself with only my common sense.

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