By PHILNER P. SALINDO
In the heart of the Negros Oriental lies a vibrant hub of education where the dance between calculative and meditative thinking unfolds.
Education, akin to a painter’s brushstroke on the canvas of society, weaves a narrative that shapes the intellectual landscape.
In Dumaguete, a dichotomy surfaces: calculative thinking, deeply rooted and prevalent, juxtaposed with the whispers of meditative contemplation.
This narrative unfolds against the backdrop of ancient philosophies — Anaximander’s essence of nothing, Parmenides’ dance of being and non-being, and Lao Tzu’s Tao guiding the transformation of being into nothing.
Philosophical dichotomy
The ongoing debate within Dumaguete’s educational sphere mirrors the philosophical struggle between calculative and meditative thinking.
Calculative thinking, a pragmatist’s lens, focuses on pre-determined answers and the validation of existing knowledge.
This dominance, influenced by educational stalwarts like James, Dewey, and Pierce, faces scrutiny in the light of initiatives such as K-12.
Conversely, meditative thinking, a journey inspired by ancient philosophical perspectives, beckons towards exploration, creativity, and a profound approach to knowledge acquisition.
Roots, implications
In Dumaguete’s educational narrative, the philosophies of Anaximander, Parmenides, and Lao Tzu resonate as guiding stars. Anaximander’s concept of “being” as the essence of nothing becomes a beacon challenging conventional boundaries. Parmenides’ Moira, entwining thought and existence, emphasizes the delicate dance of being and nonbeing. Lao Tzu’s Tao, the elusive path transforming being into nothingness, advocates for an eternal pursuit of wisdom.
These ancient whispers invite reflection on the consequences of educational paradigms steeped in calculative thinking.
A tapestry of contrasts
With its rich educational tapestry, Dumaguete weaves traditional approaches and avant-garde initiatives.
The prevailing wind carries the scent of calculative thinking, evident in standardized testing, rote memorization, and a curriculum emphasizing pre-determined answers.
In the dance between calculative and meditative thinking, the scales seem tipped, with traditional assessment overshadowing the creative exploration vital for nurturing critical thinking skills.
A question arises: rae Dumaguete’s educational institutions, unwittingly, fostering a culture overly- fixated on calculative thinking?
Yet, amid this dominance, the gentle breeze of meditative thinking rustles through Dumaguete’s educational corridors. Innovative teaching methods, project-based learning, and the infusion of technology stand as testaments to a commitment to exploration and creativity.
Some institutions here acknowledge the importance of encouraging students to navigate the uncharted, aligning with the principles of meditative thinking.
Peering into the abyss
Dumaguete’s educational landscape, akin to its national counterpart, confronts challenges, notably with initiatives like K-12.
The pursuit of standardization bears the latent risk of perpetuating calculative thinking, potentially limiting the emergence of innovative thinkers capable of navigating a world in perpetual flux.
The introspective gaze turns inward, scrutinizing Dumaguete’s readiness to embrace meditative thinking fully.
Resistance to change, an allegiance to traditional methodologies, and a fondness for established norms could act as stumbling blocks.
The question lingers…Can Dumaguete evolve, shedding the cocoon of familiarity for the wings of innovation?
Embracing meditative thinking
To fully savor the insights drawn from Anaximander, Parmenides, and Lao Tzu, Dumaguete’s educational institutions lean towards a departure from the rigidity of purely calculative thinking.
The clarion call for change resonates, urging educators, administrators, and policymakers to embrace innovative approaches that stretch beyond the confines of established boundaries.
This seismic shift requires not only a change in mindset but a cultural metamorphosis.
In this transformative journey, the government’s support becomes the compass guiding Dumaguete towards embracing meditative thinking.
Investment in teacher training programs, the crafting of curricula prioritizing critical thinking, and the integration of experiential learning can seed an ecosystem conducive to the coexistence of calculative and meditative thinking.
Vision for a harmonious educational landscape
As Dumaguete charts its course towards educational excellence, the dichotomy of calculative vs. meditative thinking stands not as a battlefield but as a dance floor.
Embracing meditative thinking aligns not only with global educational trends but positions Dumaguete as a nexus for transformative education, innovation, and the development of a globally competitive community.
The educational institutions, analogous to the three-headed thrusts, find themselves on the threshold of a dynamic transformation. A harmonious blend of calculative and meditative thinking lays the foundation for a future-ready society that encourages curiosity, kindles creativity, and embarks on a continuous pursuit of knowledge beyond defined boundaries.
Dumaguete’s educational symphony, echoing the wisdom of ancient philosophers, invites not just reflection but an active participation in the grand narrative of shaping minds and futures.
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