Education Column If Education is in Crisis Now, How Can We Overcome It?

I saw a young unmarried woman who had been kicked out of her home after transitioning make a heartfelt plea through a television video message. "Dad, let's have a meal together." I thought the father and daughter were already happy people, needing only sincerity. Sometimes, just having a meal together can be that difficult and precious. Yet we carelessly promise to "grab a meal" all the time. That farewell phrase, which feels like a means of parting, is shameful and pathetic.

On the uphill path of an apartment complex, two middle school students bump into each other and without a word, play "rock, paper, scissors." When one says, "If you don't..." the other smiles and quickly shows his hand. After the game ends, again without a word, they each go their separate ways. I thought that was more creative and fresh than "let's grab a meal," and realized that kids are different from us.

Many teachers have heard harsh words from parents, and many have been insulted by students. Some teachers have even taken their own lives, but I don't recall reading an article that properly investigated the circumstances. Time has passed. The National Assembly has changed laws in the meantime, but I don't think I've heard that teachers are pleased about it.

Teachers are quiet. It doesn't seem to be because they think it's enough now. Some likely think they must quietly do what needs to be done anyway. Some may not have abandoned hope that better days will come if they endure. Others may feel resigned that speaking up won't change anything.

We can describe the social atmosphere or trend of not expecting schools or teachers to provide character education for children as a difficult situation, or we can view it as an educational crisis. Out of frustration, we might imagine creating a powerful position—like in a drama—where someone with enormous social status, wealth, and power who engages in non-educational behavior would be swiftly and satisfyingly handled. However, that is merely childish fantasy. If we were to actually implement it, we would simply create another unnecessary "position." The problem isn't the absence of a person in charge; it's that these are tasks humans must do anyway. It wouldn't be impossible if we really wanted to try.

Have we left any method untried? There are laws and enforcement decrees set by the National Assembly, and there have been special regulations set by education offices. I'm not sure if they exist now. Who set them? It could have been a conservative superintendent of education or a progressive one. There's an education committee as well. It's the same. Would things improve significantly if we set new regulations? Of course, this time too they would be conservative or progressive, and those who set them would not be students, nor would they be the parties directly responsible for education.

Our nation has now become a great country. Culturally, until the last century we were "the most" backward, but in this century we have become "the most" advanced nation. Such a nation cannot stick to and repeat backward methods, nor should it need to imitate other countries' examples, nor can we now resort to the pathetic notion that there is no way except to impose harsh punishments anew.

While saying this may offend some, the problems our education currently faces might actually be the most fundamental educational content itself (though many mistakenly call that knowledge), and they might simply be an educational situation rather than a fight where someone must win and someone must lose—a fight that leaves us feeling satisfied.

Education administrators, educators, and parents should each return to their own places, and students should come to the forefront. Moreover, that may be the best approach. It is reasonable for students to decide what they want to do, decide what they must uphold, control it themselves, and recommend it to themselves. That is right.

They do not study because they want to become human resources for this country and society in the future. They are simply living their lives today, holding dreams for the lives they want to lead. It is fitting that they find happiness themselves. Each of them has no interest in "how schools, education offices, and the education ministry operate." "How should I live to become happy?"—that is their ardent goal. We can only help when they want to do something, and that should be our role.