A Teacher in the 21st Century
The previous age was dominated by hierarchies and power as access to knowledge was guarded and reserved for a certain privileged sect of society. Hence, it was an age of masters and teachers as they were paramount for the distillation of information. Learning was considered paramount and one’s sense of personal gain was dependent on one’s intellectual superiority. As a result, education came to be regarded as the degree to which one could withhold information and use it at will. One’s potential was equated with one’s competency with gaining information and influence rest in the laps of a few chosen ones. The primary role of the teacher in this century was instructional infused with rules and time constraints. The mind was considered as most significant and the competitive spirit was ingrained deeply into the crevices of the human mind.
The current times, the 21st century, broke the secrecy of the earlier times as information was made available to everyone across the globe at all times equally. The power structures were abruptly disseminated with the initiation of the digital revolution. The changes flooded lives at all levels, all at once, throwing people off balance and harmony. The heightened sense of empowerment with limitless choices spread vigorously with rapid intensity, depleting people’s mental, emotional and physical capacities. Fear and insecurity dominated the times and there is an increased spate of mental and emotional difficulties. The role of the teacher as defined by the preceding century became obsolete as intellect alone failed to provide answers.
Now, as we are redefining our relationship with self, others, and the world at large, we are being challenged to discard all old patterns and configurations. The teacher as the ‘knower’ can no longer be revered as the focus is now on learning how to learn rather than just learning. The widely available knowledge interspersed with one’s experience leads one to harness the wisdom and sail through the tides of the current century. During such times, the teacher is one who acknowledges the wholeness and interconnectedness of life and can work from a space of compassion to harness the student to access his or her inner wisdom, intuition, and emotions. In this age dominated by separation, isolation and heightened confusion, the true teacher uses the power of the voice to encourage the students to delve deeper to find their answers through a contemplative process infused with a collaborative and integrated approach. Hence, while the key is to create global citizens, who embrace the spirit of collaboration, the real teacher will also simultaneously encourage the student to gain an in-depth understanding of self. The teacher works as a guide and facilitator rather than a lecturer targeting only the mind. While we live in an age of innovation and experimentation, a teacher does not fail to acknowledge the scientific theories and research-based models passed on to us through previous centuries. A teacher recognizes that in the age of technology overload, he or she is merely a conduit that embraces the spirit of humility, commitment, patience, discipline and service. Lastly, one can only be accepted as a teacher if he or she is willing to relinquish the throne, walk the talk and engage in personal reflection. The teacher works to ensure that his or her ability to shine will motivate the students to polish their own and shine brighter still!
In conclusion, teachers of the 21st century will need to offload the baggage of previously used instructional patterns, pedagogies, learning styles, student-teacher relationships and teaching approaches so as to give credence to the needs of the current age. As Rabindranth Tagore stated, “Don’t limit a child to your own learning, for he was born in another time”.
