Education: both brain and body

ON JUNE 30, the president of the Jamaica Teachers' Association (JTA), Nadine Molloy Young, hosted a forum, 'Talking education: conversations on current issues in education', at the JTA's conference room. The aim was to facilitate educational development for nation building in a stimulating environment. The president gave a good statement.

The new Opposition spokesman on education, Ronnie Thwaites, grounded education in a values-based system. Andrew Holness, minister of education, gave valuable data concerning education. He told us that there are 59 schools of choice for GSAT students. He also stated that the country has to find $76 for every early-childhood student. Apparently, in discussing the big issues related to education, the minister wanted to ground the conversation in economic realities.

And the guest speaker, Edward Seaga, chancellor of the University of Technology, gave an insightful presentation. He claimed that the syllabus of GSAT was too much for that age group. He was an engaging speaker, using wit to good effect.

Other listed speakers included Dr Densil Williams, University of the West Indies lecturer; Jean Hastings of the Ministry of Education; Maxine Henry-Wilson, former minister of education; Lloyd Goodleigh, trade unionist, and Patrick Smith, former JTA president. These presenters are capable of bringing value to any discussion on education.

The major weakness of the conversation on education was that it was too 'heady'. It is a fundamental mistake of educational practitioners to believe that education is about using the head only, meaning just reasoning to the exclusion of feelings and emotions. It is a failure to recognise that a brain cannot exist on its own and needs a body to be able to think. Paul, writing to the church in Corinth, told them a story about unity of the body and illustrated the point by saying that all parts of the body are important and, in fact, the unseemly parts are very valuable. In education, we need to use both the brain and the rest of the body.

Learning life through drama

Unfortunately, at this conversation on education there was no cultural item; no choral speaking, no dance and no drama; just the usual monologue. Children and adults learn more from using the arts to illustrate or to explain a point. The classroom needs more use of the art form. Sadly, one attends many functions and it is just monologue after monologue, with speakers often repeating the previous speakers.

In the 1980s when I was the pastor of the Fletcher's Grove Baptist Church in Hanover, Jean 'Binta' Breeze, renowned dramatist, told me to use drama to learn about the community. Her theory is that when we allow children to act out a skit they are telling a story about family life and community life. Indeed, we learn about life through drama.

Additionally, the art form can be used in the classroom to inform, educate and entertain. Unfortunately, the various art forms are seen primarily as fillers, or to give a joke or break the monotony. Even in church services, skits are often for comic relief only and not as teaching tools. However, use of comedy, drama, storytelling, song and dance should be an integral part of the educational process.

The late Rex Nettleford, Rhodes Scholar and dancer, demonstrated that education is both brain and body. He became the first graduate of UWI to be its vice-chancellor, and was a founding member of the acclaimed National Dance Theatre Company (NDTC).

There needs to be a better marriage between brain and body in education. Let's hope that the incoming president of the JTA, Paul Adams, can help this process.

Rev Devon Dick is pastor of the Boulevard Baptist Church in St Andrew. Send comments to columns@gleanerjm.com.