Education Forum If Education Is in Crisis Now, How Can We Overcome It?

I saw a young unmarried woman who had been cast out of her home following her gender transition pleading through a television video letter. "Dad, let's have a meal together." I thought the father and daughter were already happy people with that sincerity alone. Sometimes, sharing a meal can be that difficult and precious. Yet we casually promise, "Let's have a meal sometime." That greeting, which seems like a means to say farewell, is embarrassing and pathetic.

On an apartment slope, two middle school students passed each other and, without a word, played "rock-paper-scissors." When one said, "If you don't show…," the other smiled and quickly held out his hand. When the game ended, they went their separate ways in silence again. I thought they were more creative and fresh than "Let's have a meal sometime"—children 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 seeing articles that properly investigated what led to those tragedies—time has simply passed. The National Assembly has reportedly changed laws in the meantime, but I haven't heard teachers say they approve of the changes.

Teachers are quiet. It doesn't seem to be that they think it's finally over. Some surely go about their duties quietly despite everything. Others may not have abandoned hope that better days will come if they endure. Still others may have resigned themselves to the belief that speaking up won't change anything.

We can call it a difficult situation or an educational crisis when society shows a trend or atmosphere of not expecting schools or teachers to provide character education for their children. So frustrated am I that I sometimes wonder, as in a drama, whether we should create a position with enormous power to neatly handle anyone—no matter how high their social status, wealth, or power—if they commit non-educational acts. But that's nothing more than childish fantasy. If we were to try implementing such an idea, we would only end up creating unnecessary positions. It's not that there's no one to handle it; it's simply human work in the end. If we really wanted to try implementing it, it wouldn't be impossible.

Is there any method we haven't tried? The National Assembly has established laws and enforcement decrees, and there are also special regulations set by provincial education offices—though I'm not sure if those still exist. Who set those? They could have been set by conservative or progressive superintendents of education. There are education committees too. It's the same story. Would things be much better if we set new ones? Of course, they would be conservative or progressive again, and it wouldn't be students who determine them, nor would it be those directly responsible for education.

Our country has now become a remarkable nation. Culturally, we were the "most" backward until the last century and became the "most" advanced in this century. Such a nation cannot hold to or repeat backward methods, has no need to imitate examples from other countries, and certainly cannot resort to the pathetic notion that harsh punishment is the only way forward.

While some may be upset by speaking this way, the problems that our education currently faces could themselves actually be the most essential educational content (though many mistake that for mere knowledge), and they might simply be educational situations rather than battles where one side must win and another lose to feel satisfying.

Educational administrators, educators, and parents should each return to their own places, and students should come to the forefront. Moreover, this might be the best approach. What they want to do should be decided by them, and what they must abide by should likewise be determined by them, controlled by themselves, and promoted through their own initiative. That is right.

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