Ambiguity in the reframing of the world of education

Ambiguity in the reframing of the world of education

Human ambiguity – philosophically – can be complicated when what is thought to be different from what is done. The human ability to say no often becomes boring in real life practice. As a result, a lot of the things that are done are not as people think.

Humans need to take control of life in the face of an increasingly anonymous, chaotic world full of deceptive intrigue. The most obvious problem facing the world of education is the lack of creativity in helping students in various schools. Many teachers have very creative ideas or ideas, but when they enter the classroom, the concept of creativity becomes set in stone, limited, and in many cases cannot be implemented.

There is a learning gap between what should be (das sollen) and what really happened (das breast); between creative ideas and their implementation. Classroom teachers should and indeed be able to creatively teach and educate students so that they can learn and develop optimally.

Reframing can be defined as the activity of reframing to change the way humans see things and then change the human experience with a new perspective. Education policy makers need cropping reframe their thinking to overcome teachers’ “freeze / lack of creativity” in classroom instruction.

Reframing thoughts – creatively – will be able to translate the 2013 curriculum or independent learning like mind to how teachers act by delivering needed educational programs. According to Elaine N Aron (1997), cropping is a cognitive psychotherapy term that means seeing things differently, in today’s context, with a new framework around. By reframing the mindset, we must continue to learn to respond to the educational problems that continue to arise.

Regarding the reframing of thought, the writer remembers the story of the film directed by Sidney Lumet, 12 angry men. The film became box office in 1957. The plot of the film revolves around the fascinating debate of 12 jurors in a closed room. They argue over whether a child, as an accused, is truly guilty or not in a murder case.

This 96-minute film requires actors and audiences to assess their own self-image by observing the personalities, experiences and actions of the judges. Initially, there was only one jury to defend the accused. However, after a long debate at last, the jurors were fully informed, so that they could decide that the accused was found guilty or acquitted and innocent.

Like in the movie 12 angry men, Humans need complete and correct information to decide on attitudes and actions to overcome life’s problems. As human beings, we cannot simply decide an issue based on our likes or dislikes, minorities-majorities and inferior-superiors. Therefore, to define a new state of mind, there needs to be a healthy dialectical process taking into account a precise discretion.

To unravel education issues, policymakers need a sharp analytical knife. The dialectic of education experts with stakeholder groups is urgent. They must reformulate the framework for reflection on the implementation of the curriculum in school bases. Formulating a full implementation of the curriculum will result in plan an education that can be a reference for teachers in order to evolve dynamically to animate learning programs according to the context and the demands of the time.

Creatively designed educational programs will make the school curriculum lively, growing and of high quality. Creativity, according to Edward de Bono (1992), is the most important human resource. Without creativity there will be no progress and we will always repeat the same pattern. Creativity in education will happen when we reframe what has been done. With cropping, we can dismantle old frozen ways of thinking to be fluid, new and innovative in the face of changing times.

Since the Indonesian government officially announced that there were patients with COVID-19, the education community in the country has started to get nervous and ready to anticipate the distance learning model from home. In such a situation, smart thinking is needed to overcome the education issues due to the spread of this virus. Intelligent thinking can produce new teacher creativity en masse to overcome the problems of distance, space and time.

Many teachers who were at first confused and even stammered when providing distance learning materials eventually got used to it. Classrooms that were originally isolated with sturdy walls have been replaced with unlimited online media for the learning process. The world of education feels withdrawn and distance is no longer the determining factor. The speed with which educational information circulates in adverse situations is a priority and it can be done online.

If the Covid-19 storm ever passes, will distance education media still be needed? As circumstances change, the reframing of thinking will still be carried out by policy makers in the field of education. Potentially, distance education models will still be needed in the future, but these teaching models can be expected to correct learning practices in the classroom. Hopefully the national education curriculum in the future will be more resistant to testing and unambiguous in changing times.


Leave a Reply

Your email address will not be published. Required fields are marked *