COVID-19 has disrupted our social constructions. It disrupted the economic model in which consumption of non-essential items is incentivised. It disrupted the labour model in which individuals need to be physically in the office to be considered as working. It disrupted the education model in which exams are the centrepiece (one of the biggest questions facing schools and education ministries now is how exams are going to take place remotely).
In the current outbreak, it is clear that cleaning and F&B jobs are no less essential than any other job; our increasingly sophisticated digital infrastructure can now support us to work online; learning can and needs to go on even without exams (our reliance on exams as a bait to have school children to learn becomes clearer at such times).
We have constructed workflows, reward systems and patterns. These are social constructions. They help keep our society in order. However, social constructions often backfire. It has undermined our education experience. Sociologically speaking, education serves to produce civil citizens who could add value to the economy. This is to ensure a society where its members can co-exist in peace and where economic growth is sustained. However, today’s mainstream education model has largely deviated from its societal role.
I grew up as a ‘role-model’ student. I was given the Role Model Student award in both my primary and secondary school. That was a recognition I received for striving to be the best in everything I do - studies, athleticism and leadership. I was driven to be successful. I wanted to be at the top of my class, at the badminton court and in leadership. I was an ambitious boy who dreamed of attending Harvard University for the glamour and pride that comes with it. And our education system (i.e. we) largely applauds for and encourages that.
I was trying to be as far away from the rest of the pack as possible. I wanted to differentiate myself from others and be the cream of the crop. I also thought the more outstanding I am, the better I could help others and make the world a better place. With hindsight, though, how I could relate to others and help them if I’ve spent all my life racing to the top? This means I isolate myself from anything or any people that I know would not directly help me reach the top. How is this helping me to be a better citizen rather than just an elite member whose life reality is starkly remote from the rest?
Instead of striving to ‘fly high’, I now focus on solving problems. I spend my time observing, reaching out to people and reflecting. I act on issues personal to me, such as my experience with the elitist education model and living as a Cochlear Implant recipient. I don’t know where this is leading me to. But I am surely growing. This unprecedented time has had many of us asking questions like “how is it that we can send people to the moon but not fight this virus that we can’t even see?” If we reflect on questions like this further, we could find some social constructions that have been governing our lives. We may see life differently after that. Then, this situation will longer be just a disruption but a catalyst for transformation.
In the current outbreak, it is clear that cleaning and F&B jobs are no less essential than any other job; our increasingly sophisticated digital infrastructure can now support us to work online; learning can and needs to go on even without exams (our reliance on exams as a bait to have school children to learn becomes clearer at such times).
We have constructed workflows, reward systems and patterns. These are social constructions. They help keep our society in order. However, social constructions often backfire. It has undermined our education experience. Sociologically speaking, education serves to produce civil citizens who could add value to the economy. This is to ensure a society where its members can co-exist in peace and where economic growth is sustained. However, today’s mainstream education model has largely deviated from its societal role.
I grew up as a ‘role-model’ student. I was given the Role Model Student award in both my primary and secondary school. That was a recognition I received for striving to be the best in everything I do - studies, athleticism and leadership. I was driven to be successful. I wanted to be at the top of my class, at the badminton court and in leadership. I was an ambitious boy who dreamed of attending Harvard University for the glamour and pride that comes with it. And our education system (i.e. we) largely applauds for and encourages that.
I was trying to be as far away from the rest of the pack as possible. I wanted to differentiate myself from others and be the cream of the crop. I also thought the more outstanding I am, the better I could help others and make the world a better place. With hindsight, though, how I could relate to others and help them if I’ve spent all my life racing to the top? This means I isolate myself from anything or any people that I know would not directly help me reach the top. How is this helping me to be a better citizen rather than just an elite member whose life reality is starkly remote from the rest?
Instead of striving to ‘fly high’, I now focus on solving problems. I spend my time observing, reaching out to people and reflecting. I act on issues personal to me, such as my experience with the elitist education model and living as a Cochlear Implant recipient. I don’t know where this is leading me to. But I am surely growing. This unprecedented time has had many of us asking questions like “how is it that we can send people to the moon but not fight this virus that we can’t even see?” If we reflect on questions like this further, we could find some social constructions that have been governing our lives. We may see life differently after that. Then, this situation will longer be just a disruption but a catalyst for transformation.