Equipping students for life

By Herman M. Lagon

THERE is an amplified clamor to reconsider what students learn during their foundational school years, especially in this age defined by rapid technological advances, raging hormones, and seismic socio-economic shifts. While classics like math, science, and the humanities lay the cognitive bedrock for our youth, there is an increasing need to merge this theoretical knowledge with practical life skills, facilitating a transition into a complex, 21st-century world.

Imagine a student proficient in calculus yet unaware of the intricacies of taxation or personal finance. While the beauty of calculus might tease the intellect, the realities of budgeting, understanding insurance, or navigating the labyrinth of taxes are undeniably essential.

Moreover, as the digital age propels forward, so should our curriculum. Familiarity with coding is for more than just tech-savvies. It is a language that drives our world, and just like any other language, it is best learned young. Additionally, skills in the usage and prompts of AI and the proper utilization of digital applications equip students for an increasingly automated world, empowering them to harness technology rather than be left in its wake.

Yet, the call for practical education is about more than just numbers and tech. It is also about nurturing holistic individuals. Cooking, for instance, is not just a survival skill but an avenue for creativity and cultural exploration. Basic home repair, car maintenance, and survival skills teach self-reliance.

In a society where interactions are as digital as they are face-to-face, the importance of social etiquette, public speaking, and the nuances of good manners and right conduct—akin to the Hiligaynon concept of ‘pinanilagan’—cannot be overemphasized. Moreover, with mental well-being gaining rightful attention, equipping young minds with stress and time management strategies is pivotal.

Let us not forget my friend Dr. Luisito Conducta’s insightful addition: human sexuality. In a world rife with misinformation and with our multitasking young with hormones that are seemingly on steroids, it is paramount that schools provide a safe, objective, and comprehensive understanding of this subject, preparing students for the physiological, emotional, and societal nuances they will navigate.

However, this is about more than just individual proficiency. It is about nation-building. Students adept in both the theoretical and practical are equipped for personal success and poised to contribute constructively to society. They are more likely to confidently engage responsibly in civic and personal duties, adapt resiliently to economic shifts, and perpetuate a continuous learning and innovation culture.

While our schools have long served as bastions of knowledge, the time beckons for a recalibration—a merging of the academic and the practical. Not as a replacement but as an augmentation. For in this harmonious blend, we find the recipe for an empowered, aware, and adaptive generation.

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Doc H fondly describes himself as a ‘student of and for life’ who, like many others, aspires to a life-giving and why-driven world that is grounded in social justice and the pursuit of happiness. His views herewith do not necessarily reflect those of the institutions he is employed or connected with.