GOING STREAMLESS IS THE RIGHT CALL
THE announcement by Education Minister Dr Maszlee Malik on streamless schools is much welcome. It was a suggestion made by the National Education Policy review committee.
Going streamless means students will not be put through the hassle of choosing science or arts.
The prime minister’s third national car initiative is a good platform for the government to initiate a national conversation on science, technology and arts.
Having been trained in science, I regard science as apolitical, value-free and neutral. Arts to me is synonymous with creativity, expression and innovation.
Merging these streams will be crucial to reset the way people are trained and developed.
Our education system must focus on debate beyond pure science and innovation.
Students must be encouraged to deduce the effects of science and technology to privacy, informed consent, healthcare and intellectual property.
Arts may inspire students to venture into the unknown, exploring the meaning of life.
Eventually, they will dare to challenge foundational concepts such as kinship, the role of state and legislation, and the function of science and technology in a democracy.
From a theological point of view (lest we forget that Muslim scientists have made strident contributions to science), Ibnu Sina contributed to medicine and the European Renaissance; AlKhwarizmi is dubbed the father of modern algebra; Ibnu Haytham is considered the father of modern optics and wrote on the theory of light, vision, astronomy, mathematics and geometry; and Al-Razi was a physician, alchemist and philosopher who wrote on logic, astronomy and grammar.
These evidence vindicate my belief that scientific progress and knowledge are important indicators of a country’s success. Thus, if we are serious about measuring whether we have advanced or declined, we must investigate these indicators.
To achieve this, we must start by going streamless.
We must change the way we approach questions about development, legalisation, skills and mindset.
Our teaching pedagogy must foster the ability and safe space to discuss issues.
Teaching experience needs to be strengthened so that more Malaysians will gain critical thinking skills to be knowledgecreators, not merely price-takers and technology users.
Political discourse, not science, has influenced societal norms in embracing progress brought by science and technology.
For instance, genetic advancement has expanded our understanding about humans from genomics to higher-order behaviour.
It has given rise to positive visions and promises, and holds the answers to humanity’s problems, like hunger (geneticallymodified food), disease (personalised medicine), and energy (biofuel).
I am a believer that science and arts’ interpretive flexibility can prepare Malaysians with the knowledge and wisdom to face challenges, such as demographics, inequality and social justice.
Blurring the boundaries of science and arts is the right call for the new Malaysia.