Education Matters

THIS coming Sunday (October 2) will be International Day of Non-Violence, a day of tolerance and teaching. It was chosen to commemorate the birthday of Mahatma Gandhi, one of the world’s most renowned historical figures and peace campaigners.

Teaching about the life of Gandhi is pretty straightforward. Factually, he was born in 1869, qualified as a lawyer, lived in South Africa, an advocate of non-violent civil disobedience, faced six assassination attempts, in which the final one resulted in his death in 1948 … and so on, and so on.

Facts are always easy to teach, but since the best teaching always turns facts into experiences, on the International Day of Non-Violence, teaching the actions and philosophies of Gandhi would be a more fitting tribute to him.

Teaching tolerance isn’t something that can be taught entirely in one lesson, but it can be introduced through lessons that demonstrate what it actually is, since only when we experience something do we truly understand it.

I remember a particularly imaginative Year 7 teacher focusing on intolerance by splitting her class into two groups, based on the month of the year they were born.

Those born in the first half sat on one side of the classroom and were treated well. The teacher was attentive, smiley and supportive. Those born in the second half of the year were ignored and treated miserably - the teacher seemed to be disappointed when she had to speak to them.

This was then repeated … but with the tables turned.

At the end of both lessons, the children were asked how the experience made them feel. Some said they felt as if they didn’t matter, with one boy saying that he felt completely different to the children on the other side of the room.

This then led on to a discussion about tolerance and intolerance since it was very easy to see how emotions could soon turn to anger and ultimately violence.

Gandhi knew this but recognised that there was more power in protesting non-violently since this would expose the weaknesses of his antagonists when, and if, they used force.

This simple classroom initiative helped to explain tolerance and intolerance in a practical and very real first-hand way and would prove to be invaluable to the students as they grew into adults.