| SLC-S29/W4-“Thinking and Ideas!| Rethinking the Normal!”

بِسْمِ اللّٰهِ الرَّحْمٰنِ الرَّحِیْمِ

Edited On Canva

Assalam-O-Alaikum!

A heartfelt welcome to all of you who have stopped by my blog dear steemians. I hope you are all doing well. I hope you are enjoying a beautiful day. I am excited to participate in the competition organized by the respected @ninapenda ma’am. My thanks to her for creating such a meaningful challenge. Here we can freely share our thoughts and creativity. May Allah bless every member with the happiness, success and endless opportunities. Let us unite and take part with passion and positivity.

One system that people accept as normal, natural and inevitable, but which should be seriously questioned, is the education system that measures intelligence and ability only by numbers, degrees and ranks.
We are molded into this system from childhood. We are taught that a good student is one who gets high marks, excels in exams, and excels. Gradually we get the idea that if the marks are low then we are weak, and if the degree is not good then we have no special value. But this thinking is only a small part of the reality.

• First of all, this system recognizes only one type of intelligence. Memorization, fast writing ability and test preparation are considered intelligence, while creative thinking, emotional intelligence, practical skills, moral insight and life experiences are ignored. However, society thrives on these neglected skills.
• Secondly, this system creates fear, pressure and sense of failure among the students. Children start taking numbers instead of learning. Making a mistake becomes a crime, asking questions is considered weakness, and the exam becomes a matter of life and death. As a result, many bright children lose confidence in themselves.
• Thirdly, this system crushes individuality. Efforts are made to fit each child into the same mold, so that everyone has the same pace, interest and mindset. Anyone who does not fit into this mold is labeled a retard, even if he has exceptional talent.
  
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• Fourth, this thinking defeats the very purpose of learning. Education should aim to create consciousness, question, character and understanding, but it becomes only a means to get a degree. Instead of improving life, knowledge becomes a tool to get a job.
• Finally, we must ask the question, is the purpose of education really just to pass the exam, or to make a conscious, balanced and responsible person? Until we question this system, we will continue to imprison the species in numbers, depriving man of his true identity.

People rarely challenge this system or belief, mainly because it is so deeply embedded in our daily lives that we cannot imagine an alternative to it.

• First, this system is instilled in our mind from childhood. Families, schools, teachers and society all give the same message that this is the only way. When a thought is "normalized" from childhood, it becomes extremely difficult to view it as wrong or inadequate as an adult.
• Another major reason is fear. People fear that if they raise the question. They will be considered rebellious, unsuccessful or frivolous. Society does not readily accept the people who think outside the box. So most people consider silence to be the safest course.
• A third reason is social pressure and comparison. Since everyone seems to be in the same race, thinking differently seems like isolating yourself. Instead of questioning whether the race is fair or not, people are simply worried about not being left behind.
• The fourth reason is that the system appears to be beneficial. Some people actually succeed, getting good jobs and respect, reinforcing the impression that the system is fair. But the hidden failures, stress and wasted potential behind this success are often overlooked.
• The fifth reason is the absence or ignorance of alternatives. Most people are not taught that they can question the system or think about improving it. When the doors of thinking are closed. Where does the question arise?
  After all, people don't ask questions because asking questions requires mental effort and responsibility. Accepting is easy, while challenging feels uncertain, painful, and risky. But history is a witness that change is always brought about by those who have the courage to question the "normal".

If this way of being considered "normal" were to change that is, if human beings, intelligence, or achievement were no longer measured by numbers, degrees, and fixed scales many fundamental and positive changes could occur in society.

• First, the original purpose of learning will be restored. Education will become not a means to win competition but a process of understanding, awareness and questioning. People will learn to think instead of rote, and use knowledge to make better decisions in life, not just to get a certificate.
• Another major improvement would come in the form of significant differences in mental health. When failure is not tied to a number or rank, fear is reduced. Students will be able to learn at their own pace instead of feeling inferior. Problems like anxiety, depression and lack of self-esteem can be significantly reduced.
• The third improvement would be that individuality would be respected. Every human being has different abilities some are creative, some are practical, some are sensitive, some have leadership skills. When one size does not apply to all, each person can come forward with their true strengths, without feeling that they are "less than."

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• Fourthly, this change will make the society more fair. People who don't fit into the traditional system such as slow learners, those from diverse backgrounds, or those with limited resources will also receive respect and opportunities. The door to success will not be limited to a few specific people.
• A fifth and very important improvement will be that human values ​​will again be at the center. Honesty, compassion, cooperation, ethics and responsibility will get the importance they truly deserve. Society will produce not only "successful people" but "good people".
  Finally, when we change "normal," we don't just change systems, we change mindsets. And changing thinking changes generations. A society is born where man is accepted for who he is, not for what he produces.

If this so-called "normal" system or thinking were to be completely eliminated that is, if the importance of numbers, degrees, ranks, and traditional scales were completely abolished where much improvement could be made, there would be a risk of losing something valuable.

• The first thing that can be affected is the structure and the poem. Traditional systems, however flawed, provide a clear framework through which people determine direction. If it were to be completely eliminated and replaced by no alternative clear system, many people would be left with confusion and uncertainty, especially those in need of guidance.
• Another potential drawback may come from encouraging hard work and discipline. Tests, goals, and results are a way for some people to learn self-regulation and consistency. Some people may shy away from effort and responsibility if all measurement is dismissed as unnecessary.
• Thirdly, the system provides comparison and benchmarking at the societal level. Although comparisons are often harmful, in some fields such as medicine, engineering, or research basic criteria and testing are necessary to determine competence and competence. Without these standards, car quality may suffer.
• The fourth thing that can be lost is a common language of success. Degrees and credentials have become universal symbols by which people instantly understand each other's qualifications. If these disappear altogether, new, more complex ways of recognizing different abilities will have to be found.
• Finally, the most important point is that the problem is not the existence of the system, but its misuse and over-sanctification. If this system is completely abolished, we may lose order, quality and direction; But if it is made balanced, humane and flexible, we can save its benefits and also avoid its harms.
  The real need is not to abolish, but to rethink, correct and adapt to man.