DR. JOHN MOHAN RAZU
Coronavirus (COVID-19) has radically altered the world we lived prior to December 2019. It has taken us to other level that we have hardly imagined or even visualized. The second decade of the 21st Century shall be remembered in the annuals of human history and be regarded as the pivotal milestone that has taken the humanity to new normal. Post-December 2019 shows significant changes in everything—all the sectors and segments of human endeavors and activities. It has radically transformed the world we live; thus pushed us to the virtual reality.
Coronavirus has swiftly changed everything—be it polity, economy, religious traditions, practices and conventions, public and private activities, travels and entertainments, life styles and host of others. We have been witnessing these changes in recent times more in significant ways. COVID-19 has triggered the momentums and thus pushed everything to another level. Human society progressed from one level to another as there have been changes in the modes and means of production triggered by science and technology—the critical principles for change.
Coronavirus to the surprise of everyone entered in dynamic ways causing sweeping changes in everything including in the education system in drastic ways—leveraging on-line education. Whether we like or not we need to accept these changes and so reckon with the fact to equip ourselves and to respond to the emergent changes. COVID-19 is not going to go away and to remain with us for some time and so should be responded in and appropriate ways. The world is drastically changing because of COVID-19 is not linear, rather exponential—as it is swift.
Coronavirus has brought the functioning and running of the academic calendars of the academia right from schools to colleges to universities to advanced research institutions that have diverse foci, streams, curricula, syllabi, courses and pedagogies to an abrupt stop or to put it in simple words—to a grinding halt. When the final assessment of students’ was about to commence COVID-19 stalled the academia and brought the academia to a position wherein there seem to be lack of criteria or guidelines to award grades for those who intend to move to next phase.
Coronavirus has brought many inherent contradictions within the education system to the open. However, for any society to survive there should have knowledge-based populace, so that innovation and critical inquiry takes place. A society with educated populace grows in all facets and for that academia with integrated emphasis facilitates the process. As of now coronavirus has halted this crucial link that paves way for growth, progress, stability, sustenance and prosperity. Education being one of the most vital segments to harness the process is currently facing serious crisis. However, education is an important tool for change and for all activities. Therefore, education is one of the pre-requisites for human development.
Coronavirus has devoured more than two-hundred thousand and infected millions in the first wave itself and would stay with us for some more time. It’s going to rip the world in the coming weeks and months, possibly years as well. In such a context, on-line education is emerging as an alternative way of learning and many contend that it is the only way or option or choice left before us. Nonetheless on-line education has taken us to an uncharted territory. Recognizing the changes COVID-19 has brought about schools and colleges in India and in other countries have moved on to on-line learning. It has driven education in murky waters.
Coronavirus has pushed us into unknown territorial —moving from the class-room centric to on-line-centric learning; from rigid-centric (period-wise, time-bound, subject-teacher) to flexible formats, from optic to self-directive learning. Nevertheless, would on-line learning replace class-room learning? Is on-line learning urban-centric and rich-middle class-centric? Does it transcend caste, class, race and ethnicity divides? Is India prepared to meet the challenges posed by on-line learning that requires technology and apps as basics wherein only those educational institutions that caters to rich and middle-classes effectively function survive and how about others?
Coronavirus has reshaped education. Many assume that it’s good and the only avenue in the given situation. On-line learning has its own pace and technology is going to aid the radical shift—digitalization of education. Concepts, frameworks, formats and methods would drastically change possibly leading to more interaction and more expertise in diverse streams getting into—global in its contents and applications. E-learning is hoped to benefit those who are distantly placed and thus translates universalisation of education providing educational tools and concepts.
Coronavirus has replaced traditional ideas by taking education to another reality vis-à-vis digitalization—education to everyone, anywhere and everywhere. We are pushed to a new reality which demands new skills and so pushed aside traditional teaching and learning to adapt to the new scenario. We are in a titanic shift that unfolds numerous opportunities requires lots of flexibility. It prompts the learners to ask questions and so the sessions ought to be interactive and creative. It calls for original ideas, learning aids, serious preparation and effective presentation.
Coronavirus has leveraged distant learning of theological education to another level. Custodians and pedagogues of theological education should recognize the fact that distant education is in the midst of titanic shift and is bound to change the nature and content of theological education. Distant learning in the post-COVID-19 would not be the same as that of the pre-COVID-19. It is going to create competition within the theological academia. Those centers that respond to the changed scenario creatively and dynamically would survive and others are gradually phased-out.
Coronavirus has opened up new vistas and vicissitudes in domains of education that includes theological. Those who have been marginalized and side-lined due to formal education and very few distant education centers, longer duration and high-fee structure would prefer on-line education which is informal and flexible. It would certainly pose challenges to formal (full time) theological education that warrants long-duration and charges heavy fee-structure. Crises are like opportunities and those who grab and convert to their advantage considered as winners.
