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SCHOOL OF PAPUA

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I need to know everything about the [br]world I live in.

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I know everything about my environment.

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The sea, the fish, how to catch the fish.

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I followed my mother to our agricultural [br]land.

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I know what to grow, how to [br]nurture the plants.

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I followed her and I was happy.

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So what was so hard? I came back from [br]school.

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I didn't have to do homework.

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Teachers who lived in colonial times, we [br]had a different approach to teaching.

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How to teach kids to write and read – it's[br]quite different from how they do it now.

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Now they mostly do it by forcing the [br]pupils.

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Why do we have to give homework to the [br]children?

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We have to provide them time to play. So [br]they have time to play, and sleep well

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without heavy burdens on their shoulders.

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Otherwise, even when they want to play, [br]they remember they have homework.

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They ask their mothers but they don't [br]understand.

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They ask their brothers, and it's nearly [br]dark

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and tomorrow the homework is due.

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So, there's a limitation to the world they [br]need to build because of homework.

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Too much fear results in stupidity.

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Too much fear results in weak thinking.

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Because some kids can only see to [br]understand.

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Others hear to understand. [br]

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And other kids do it and understand.

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There are many things that we need to [br]comprehend in this case.

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They may be looking outside but they are [br]still listening.

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Now, they trap students inside buildings.[br]Then, the teachers become angry

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shouting, "What are you looking at?"

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We are just wasting time by interjecting. [br]In class we have very limited time.

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Now we have this "superior class".

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So we separate kids by those who learn [br]fast and those who don’t.

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The ones who already know a bit, [br]let other teachers teach them.

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So, we don't simply teach, but consider [br]all aspects.

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And for coaching, the teacher needs to [br]really get close to the kids.

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Hold their hands.

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We can come and write something down [br]and ask students

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to repeat this by themselves.

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In several meetings with parents, I said, [br]“You are limiting these kids just because

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of an issue with uniforms”.

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“If their uniforms are wet they can just [br]come in T-shirts.

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If their shoes get stolen or broken send [br]them in sandals or even barefoot.”

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“The important thing is that the child has the [br]eagerness to study.”

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If we compare the era of Dutch [br]colonisation to today

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there is a big difference.

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The colonialists didn't just build [br]schools, they started by doing research

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in the coastal areas, mountains, valleys, [br]upstream.

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After that, they decided on the kind of [br]education model to use.

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They created readings where the stories [br]were all based on local stories

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so the readings for children were based [br]on the places where they've been living

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from youth to maturity.

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The children understood these stories [br]because they knew them.

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They have pigs, they have fire on their [br]farmland and in their houses.

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On the beach they usually use fire to [br]cook fish.

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If you look at how they build schools now

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it's too restrictive and traps kids so [br]they can't freely enjoy the scenery

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the environment, which was created by [br]God.

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In the old days, they built school walls [br]only as high as a small child's shoulders.

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So we can see birds fly, clouds, rain, so [br]it reduces the boredom of the lesson.

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In my school years, a day must be filled [br]with singing and drawing.

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Usually in the late hours we will sing.

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So this learning was based on stimulating [br]ideas.

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We discussed things by drawing them.

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The reason I say this is a Papuan school [br]built in Indonesia

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is because the majority of students [br]here are Papuans.

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There are some differences in the way [br]that Papuans and non-Papuans

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respond to lessons.

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If we teach one plus one, immediately the [br]non-Papuan kids will have the answer two.

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But the Papuan will examine this lesson [br]carefully.

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One plus one, why does it become two? [br]That's not because they are stupid.

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No. But because they are very thorough.

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That's why the Dutch teachers would not [br]mix the Papuan kids with non-Papuans

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in one classroom.

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It's not discrimination, no.

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But if you put the Papuan kids with [br]Indonesian kids in one class

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the Indonesians will surpass them.

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Indonesian parents will support their [br]kids to learn at home.

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But the Papuans, even if their parents are [br]high-ranking officials

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they are not used to teaching their [br]kids at home.

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So, for the teachers this is a big burden.

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That's why the Papuan kids need more time [br]and a slower pace.

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It's not because they are stupid.

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But it's like clapping with one hand, [br]it doesn't make a sound.

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But if parents and teachers are committed [br]together, they can clap with two hands.

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It will work and benefit the children.