October 18, 2016
Excellence: A Point of View
COMMENT: Everyone in Malaysia talks about the pursuit of excellence and some pretend to know what it means, especially our mediocre politicians in power and men in the public service who are tasked to implement our national education policy and Blue Ocean Strategy.
We employ snake oil consultants and experts to write glossy blueprints and reports at horrendous cost to taxpayers but fail to execute them. We create institutions like Pemandu to promote Najib’s deformation agenda, and Permata for bright kids, while our Chief Secretary to the Government makes himself advocate-in-chief of the Blue Ocean Strategy concept to suck up to Najib Razak. In reality, we do not know what excellence is, what it takes and how to get there.
Excellence is a simple idea if we are serious about it. All we need to do is change our attitude. Talk is cheap. Stop it and start taking action.
Malaysia has an attitude problem and it is our greatest obstacle to our future as a people and a nation. Where to begin? It has to be first fixing our education system to become a nation of high achievers and second we must stop playing politics with the education of our future generation. But we are not doing that because UMNO politicians are afraid of smart and pushy Malays in particular.
I wish to share with you A C Grayling’s thoughts on Excellence. This philosopher is endowed with the ability to communicate with ordinary men and women in clear and concise language. Read his article and share your comments.–Din Merican
Grayling on Excellence
When Matthew Arnold wrote Culture and Anarchy over a hundred years ago, he described the pursuit of excellence in the fostering of culture as “getting to know, on all matters that most concern us. the best which has been thought and said in the world, and through this knowledge, turning a stream of fresh and free thought upon our stock notions and habits.”
Arnold was an inspector of schools, and a champion of higher education, and he believed in excellence in education as the way not only to staff the economy but to produce an enculturated society which would live up to the ideal in Aristotle’s noble dictum about the educated use of our leisure.
From China to France, every country that is or aspires to be developed has an elite educational stratum, aimed at taking the most gifted students and giving them the best intellectual training possible. In China this is done at an early age, with special schools for the brightest children. In France the system of Hautes Ecoles–superior universities, entry to which is fiercely competitive–creams off the outstanding minds and subjects them to a rigorous discipline. The aim in all cases is to enhance the best in order to gain the highest quality in science, engineering, law, national administration, medicine and the arts.
Few could object to the rationale behind this, save those for whom universal mediocrity is a price worth paying for social equality (or in the case of Malaysia where mediocrity is a means of political control, added by Din Merican). But there is the danger to which meritocratic means to the cultivation of excellence – or what should be solely such – fall prey. It is if, after the establishment of the means, merit by itself ceases to be enough, and money and influence become additional criteria. In many, perhaps most, countries in the world, money and influence are the determiners of social advancement, even where meritocratic criteria still apply too: in America money is needed to gain social advantages, in China it helps to be a Party member.
The rich and the well connected are not the kind of elite an education system ought to be fostering. It is easy for popular newspapers and populist politicians to make pejorative use of the term ‘elite’ to connote these elites of injustice; but they are just as quick to complain if doctors, teachers, or sportsmen playing for national sides fail our highest expectations- if, in short, they are not elite after all, in the proper sense of the term.
Although there are few if any true democracies in the world– most dispensations claiming that name are elective oligarchies–the democratic spirit nevertheless invests Western life, for good and ill both. The good resides in the pressure to treat everyone fairly, the ill resides in the pressure to make everyone alike. The latter is a levelling tendency, a downward thrust, which dislikes excellence because it raises mountains where the negative-democratic spirit wishes to see only plains.
But democracy should not aim to reduce people and their achievements to a common denominator; it should aim to raise them, ambitiously and dramatically, as close as possible to an ideal. And that means, among other things, having institutions, especially of learning, which are the best and most demanding of their kind.
The Meaning of Things–Applying Philosophy to Life by AC Grayling (London: Weidenfeld &Nicolson, 2001) pp.160-161