Dear Editor,
Guyana’s emergence from statehood, and future survival as a well integrated, modernizing and respected nation depends, to a very great extent, on the moral quality of the decisions arrived at by our policy-makers – to wit, the government of the day. Since Guyana’s future ultimately depends on the quality of leadership, management and control of the process of modernization, our policy-makers must exercise greater prudence and must fully understand all the possible consequences of their decisions.
If reports in the local media are correct, the reason given for the use of “pirated texts” in schools is, that the decision represents “better value for money.” It is difficult to believe that there is actually a shortage of money in Guyana. However, our policy-makers need to keep uppermost in their minds these two dictums. First: ‘What does it profit a man if he should gain the whole world, but lose his soul (character)?’ Second: ‘It is not so much what one desires, but what is desirable by public criteria that is important.’
One of the chief constraints to development in Guyana is psychological in nature − the dependency syndrome. Guyana, to a significant degree, is dependent on overseas sources for many of life’s essentials, including textbooks. This kind of dependency makes Guyana vulnerable in a multitude of ways. But, this need not be so
There is nothing new about development, or modernization. This has been a continuous process since man learned to innovate, to make tools, and to apply these tools in his environment to improve his way of life. It is fundamentally psychological, an attitude, a probing attitude: What if I were to do X, Y, or Z? What would be the result? This is primarily the attitude which has resulted in the transformation of many traditional societies which today are recognized as the developed nations. Development or modernization is, therefore, a global phenomenon. It has been occurring for generations in Guyana in several areas of human activity – the economy, intellectual pursuits, politics and social affairs. Our policy-makers need to ensure that their decisions facilitate, nurture and accelerate this process in a positive and forward direction, and not backwards to underdevelopment. It is of paramount importance that they seize every opportunity to accelerate the development of this innovative attitude in the Guyanese psyche and intellectual affairs. Innovation fuels and drives development in every sphere of human endeavour.
In 1977, I declined an invitation from Heinemann Publishers, London, UK, to have my name included as a member of the Editorial Board in the appropriate section of a Science series to be used in the Caribbean for reasons that follow. First, as an educator who was using the sciences to help educate, or develop the potentials of young Guyanese, I did not find textbooks to be quite appropriate for the development of the scientific attitude. In this age of rapid change and obsolescence, the contents of textbooks are usually dated – dead, not alive. They present the end results, but never the processes – the struggles, the failures and journeys undertaken that resulted in the success stories contained between their covers. Second, they can never really be updated or made current − even the latest edition. Third, many of the scenes and examples that are used in textbooks that are printed overseas are unfamiliar or alien to young Guyanese. Fourth, textbooks are written by teachers and curriculum developers. Many teachers have kept their notes of lessons over the years, and then converted them into textbooks. What is there to prevent Guyanese teachers from developing appropriate textbooks? There is absolutely no reason why the Guyanese teacher should continue to depend on outsiders to provide teaching/learning aids for Guyanese classrooms. I acknowledge that printed textbooks from overseas sources do have their place in the overall scheme of things, and I do recommend that copies be made available to be used as references.
In the 2004 Universal Secondary Education Transition Plan Study (MOE/IDB), it is recommended that both students and teachers use “3-Ring Resource Binders,” which over a period of time be transformed into “portfolios.” Some benefits of using 3-Ring Resource Binders are as follows: 1) A 3-Ring Binder is, by far, much cheaper than a printed textbook. 2) The binder offers great flexibility. It can be continuously updated, and kept current throughout the student’s school career. 3) The content is built up over time, as the student completes teacher prepared worksheets, and assignments are assessed. 4) The student will witness at first hand, the teacher modelling the strategy of inquiry characteristic of a particular subject, discipline or field of knowledge – the subject matter will come alive. 5) This method of teaching presents unlimited scope for the continuing professional development of the classroom teacher, as he/she will be able to engage in a variety of research approaches. 6) The portfolio will develop into a most important learning resource. It can also be used to assess both student and teacher growth and development; and over. 7) Above all else, the attitude to keep pushing back the frontiers of knowledge, the willingness to ask ‘what if’ and to innovate would be facilitated, nurtured and strengthened for generations to come. This more than represents better value for money. It is a bonanza!
It is within the above context that I would ask the Prime Minister, Mr Samuel Hinds, and the Cabinet Secretary, Dr Roger Luncheon, both of whom are graduates of North American universities, and who I am certain are familiar with the intellectual traditions of western scholarship, to use their good offices to have this most embarrassing Cabinet decision rescinded. All present and future generations of Guyanese will have a terrible price to pay, if lobbyists could convince the international community, including their institutions of higher learning to regard Guyana as a rogue state and impose far-reaching sanctions.
Yours faithfully
Clarence O Perry
