LETTER | Dear YB Maszlee Malik,

Congratulations on your appointment as education minister!

As an 18-year-old student with an avid passion for History and a keen interest in technology, I was elated to learn that the government’s vision for revolutionising the education system involves making Malaysians more ‘computer-savvy’.

The prospect of incorporating technology in education is exciting - with the use of Augmented Reality technology, I see us finally being able to level the playing field. Subject matter experts giving lectures may ‘beam’ to schools in villages (with teaching facilitators only needed in the rural areas) ensuring that everyone has equal access to knowledge and success in the digital economy.

I did, however, notice a gaping hole in this crucial discussion on educational reform. In our quest to propel our nation into a new age, beyond just a pivot to technology education, there are existing problems prevalent in our education system which need to be addressed.

As I reflected on my own schooling experience, the answer became increasingly apparent. The negativity still attached to the study of non-Stem degrees highlights why our education system is sorely in need of a revamp, a fix that is not so easily solved by the blanket solution of advancing technology in schools.

It is telling that the topic of my future plans often elicits concern from well-meaning relatives and parents’ friends, who dismiss my ambition to study History as ‘ridiculous’ and ‘a waste of my potential’.

It is disappointing that I am not encouraged to explore my interests if they are not aligned with societal expectations, and instead, persuaded to pursue degrees that fit the mould of Asian conventions and are perceived to allow me to ‘get rich quick’.

I do well in both the arts and sciences. I bring up my marks not to boast but to lend credence to my argument that the extent of one’s knowledge is not, and has never been, restricted to one discipline - it extends far beyond that.

In our country’s evolution to becoming a developed nation, we must embrace and recognise the value of a holistic education.

The knowledge illuminated by the study of subjects like History and Philosophy transcends the lesson of learning from the past. It is important to realise that, more often than not, history may not repeat itself, but it does rhyme. I believe the most relevant lesson it imparts is the ability to grasp the multifaceted dimension of perspectives.

By engaging with a spectrum of viewpoints, ranging from that of an Ancient Greek handmaiden to a Ming dynasty eunuch, we are able to empathise with varying circumstances. This fosters a spirit of collective social responsibility that extends to interactions beyond the classroom, as we grow to understand that our actions result in corresponding consequences.

Let’s take a look at one of the world’s most interesting developments - Artificial Intelligence (AI). On the surface, it appears as though computer science is the most relevant course in progressing this invention.

A deeper look into the details, however, reveals that a unique, complementary blend of subject expertise is required to develop AI that is compatible with the values of our society. Our education system must produce holistic talent that seeks to actively shape a better future, and not just for profit.

Our current system which streams students immediately boxes them into categories, making their options binary when they should instead be given opportunities to explore the entire spectrum of knowledge based on their own interests. We should build a foundation that encourages well-rounded learning across all disciplines.

In addition to this, I also believe that there are fundamental changes we must make to the method of teaching.

Although academic culture in Asian countries tends to be results-oriented, we also need to develop the process, to cultivate an environment which promotes the thirst to learn, not just the desire to excel in examinations. The enjoyment of learning stimulates proactivity, which ultimately still produces the stunning results that are desired.

The key, as demonstrated by developed nations like Sweden, is to be invested in students’ mental well-being and their holistic development. While Malaysian students are able to collaborate effectively on group projects, we struggle to express our own opinions coherently. This problem is rooted in the lack of emphasis on personal growth in the current education system.

To tackle this, classroom discussions should be more flexible, encouraging students to voice their thoughts without fear of being ridiculed for not articulating the model answer. Exams should also not be assessed based on the ability to regurgitate textbook answers but on critical analysis.

Ultimately, the goal of educational reform should be to enable Malaysian students, be they in the field of Stem or in the arts, to become powerhouses - citizens of the new disrupted innovative world. The first step towards this goal has to be dispelling the myth that arts subjects are inferior.

I hope you will consider my suggestions for your reforms. Thank you very much.

The views expressed here are those of the author/contributor and do not necessarily represent the views of Malaysiakini.