The educational landscape is so vital, vibrant, diversified, and critical that a dignified research field has significantly emerged as one of the thriving sectors for researchers, policymakers, and educationists. We call it, the educational landscape, as thriving and diversified in the sense that every level of education, ranging from the pre-primary to the higher levels, claims special focus for consideration. Again, many issues consist in the levels; learning issues, instructional issues, testing issues, administrative issues, socio-contextualization issues, religious and cultural issues, along with the issues of material design. Our research paradigm has produced many reports about these issues. However, we find a lack of considerable educational research from the psychoanalytical perspective.
It tends to be unnecessary to define psychoanalysis, which was populated by Sigmund Freud in character analysis. He was in doubt about the medication of every illness and sickness through the medicinal process as the human mind, to him, conserves disorder, and it hinders the natural activities of that human until it is addressed and healed. The educational spaces deal with human activities that foster the conception of psychological factors contributing to the teaching as well as the learning process. However, the socio-contextualization process in the learning system, which has been emphasized in the new curriculum, turns out to be the preliminary version of the psychological dynamism in the learning paradigm.
The cause for this assertion is, that socio-contextualization is an updated version of merely a mechanical process of the input-output system, which exponentially increases the magical grade holders instead of ensuring capability acquisition from the learners to sustain in the rapidly changing world. The concept of socio-contextualization determines a class as the representative of a social stratum. The curriculum should ensure that the learning aligns with the social experience of the learners and that the learners apply their socially constructed knowledge to solve the problems in the test. Alternatively, psychoanalytical dynamism should consider every learner as a stratum, and individual state of affairs has unique characterizing features.
It is emergent to clarify the pressing need for granting psychoanalytical aspects in the teaching-learning sphere. Education includes socio-cultural trends of contemporariness. Though the world is being connected through the internet, the breakdown of embedded families and multi-layered relationships across societies is in practice. The citizens are now turning to be community-less socially global. However, the problems, that the learners are facing, are nonetheless becoming their problem due to the increase of nuclear families, the rapid growth of urbanization, and the rising speed of city-based activities. It is a time when no one is beside the learner to listen to his or her personal feelings. The learners are journeymen like the ancient mariner who found out water, water everywhere/ but not a single drop to drink. There are millions of people beside him, but there is no one to listen to him. We should take it for granted that our classroom includes Subarno Isack Bari, Abrar, Oishee, Shorif, and Shorifa. Here, you can never let them fall into a single rule of society. The problem of Oishee and that of Shorif are not the same, and the only solution to address everyone in education is to integrate the psychoanalytical approach to ensure effective teaching and learning.
We say that the psychoanalytical approach to education ensures equity without any rearrangement of the established core system. Suppose, you are an invigilator of an examination hall. An examinee comes thirty minutes late and he explains that he had been clogged in a traffic jam. Being late, he will feel defeated and it is sure that he will not be able to concentrate on his exam. If you approach that examinee and assure that, the learner has done no wrong; he is not liable for this late. Hence, he might get extra time if he needs to complete the exam. I can challenge that the examinee will feel winner and can finish his exam within the stipulated time.
Now, we can explain how we can integrate this approach into our research related to education. Research related to education goes around learner-centred considerations like the challenges of achievement, challenges of absenteeism, and dropout. Our research tries to find out the faults in the instructional issues, curriculum issues, the issues of suitability of the teachers, and teaching methods. Learning is the by product of motivation. Hence, a researcher should find out whether the teaching paradigm ensures the requisite motivation for the learners. It proves that the teaching paradigm ensures prerequisite motivational clues for the learners. Despite this, some learners are slow in achievement. Here, the researcher should investigate the background ecology of the learners, as a learner gains motivation from their family, friends, and society.
Thus, the research may identify the valid issue for the slow pace of the learners, and guide a solution depending on the extent of the problems. Fear, bias, and insecurity of the future may affect the learning process. If you begin to find out the dialogues of the sub-conscious mind of the learners and the guardians, you will trace out that the guardians, and the learners at a certain level of education, let the learners drop out of the learning process out of fear of security for the girls, bias related to co-education system, and insecurity of the future. Hence, the investment in education appears to be a non-returnable investment.
Lastly, psychometrics supports individualistic approach to education. The application of psychometrics in research permits that individual possesses rare potentialities and problems. A suitable settlement of the challenges faced by the learners is visibly possible when the prime cause of the troubles can be identified.
Thus, the research paradigm must integrate psychometrics to dig out why it happens for the learners. We should remember that our learners are growing in a different ecology, which permits them to develop queer sense and sensibilities.
The writer is BCS Cadre (General Education)
