|LETTER TO EDITOR
|Year : 2018 | Volume
| Issue : 4 | Page : 307
Postgraduate education in renaissance: A definite requisite
Mugdha P Mankar
Asso. Prof., Department of Orthodontics, Government Dental College and Hospital, Nagpur, Maharashtra, India
|Date of Web Publication||17-Oct-2018|
Dr. Mugdha P Mankar
Department of Orthodontics, Government Dental College and Hospital, Nagpur, Maharashtra
Source of Support: None, Conflict of Interest: None
|How to cite this article:|
Mankar MP. Postgraduate education in renaissance: A definite requisite. J Indian Orthod Soc 2018;52:307
First and foremost gratified having witnessed an important topic being raised at our society journal by its able editor Prof. S. Padmanabhan. While the seamless information in the article regarding emerging trends in postgraduate education are interesting and truly worthy of being assimilated in practice; my focus here is entirely on the statement by Prof. Padmanabhan  “I don't just want you to be there, I want you to want to be there.”
The scenario of a meager attendance physically and/or mentally is a widespread problem; impairing the quality of learning. With all my understanding of student psychology as observed during interactions, and didactics equally, it seems that “freedom of choice” which is however critical to an individual's well-being has been bestowed too much and at too early an age, occasionally. Too many choices are not beneficial psychologically according to a psychologist, Barry Schwarz. The current perspective of education being introduced as a commodity to a student forces me to apply similar principles as applied in studying market consumers by psychologists. A study identifies four key factors which have been considered to impact certain psychological abilities; greater the assortment size, i.e., an increase in the number of choices larger becomes the choice set complexity, decision task difficulty, preference uncertainty, and finally the decision goal. It is not uncommon to encounter students at the undergraduate level not willing to participate in a certain department's clinical activities, as “they” do not find the subject interesting. This phenomenon is still not seen at primary school level or high school level. Why do we find the discipline quotient suddenly disappeared from our students' performance as they enter professional colleges?
As I started searching for a remedy, I came across a term “Second-order decision” coined by Cass Sunstein; as a decision that follows a rule. Following a rule simply eliminates many troublesome choices. School learning follows rules; and there lies the difference. It is not being implemented that the professional students be bound by rules, else they would never be able to act independently. Certain renaissance is definitely needed though!
Syllabi and other teaching modules (like conventions) be planned such that they contain the right quantity of information which should be followed as a rule or a second-order decision. A teacher like me be trained to teach our next generation the difference between a convinced value and a doubtful value. Discipline and ethics be given the most superior preference in teaching and learning, and “conscious” benign negligence , be truly followed.
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Conflicts of interest
There are no conflicts of interest.
| References|| |
Padmanabhan S. Emerging trends in postgraduate education. J Indian Orthod Soc 2018;52:153-4. [Full text]
Schwartz B. The Paradox of choice- Why more is less. Harper Collins E book. Ch. 10. 2007. p. 201.
Chernev A, Böckenholt U, Goodman JK. Choice overload: A conceptual review and meta-analysis. J Consum Psychol 2015;25:333-58.
Cass R. Sunstein and Edna Ullmann-Margalit, “Second-Order Decisions” (John M. Olin Program in Law and Economics Working Paper No. 57, 1998).