Ok… We are answering more of the second question than the first, but this is something for all of us to ponder on.
The Value of Cultural Education
The UNESCO, in a follow-up of the CONFINTEA V in 1997, had signified the influence of culture on man - "Adult education is being provided not only by educational institutions, both private and official, but also by cultural institutions, such as libraries and museums." While formal education provides many basis and foundational rules for the economic, social and moral values of man, institutions that represent the cultural heritage provides affirmation of these social and moral “rules” that is accepted by the community, just like workplaces and finances that affirm the economic, and empirical knowledge. Cultural education cannot be downplayed.
Before we can discuss the implications of cultural education, we must come to terms on its elements - What is culture? Culture differs in many nations, many societies, many communities, and many individuals. It is a description of life in a society. It is a guide passed down through generations on how we eat, how we sit, the hairstyles we should don, the clothes we wear, the way we talk, the way we walk, the way we express our thoughts and emotions… the list is endless. But it is agreed that culture is a guided principle behind our lifestyles, the blueprint of the society’s past and present. That is why cultural museums are tourists’ hotspots.
History predefines culture. There was a reason in the past for certain ceremonies like weddings, and funerals to be held in an elaborate manner and why certain food is preferred over others. Even when that reason no longer applies, a new reason emerges – we continue such practices to honour our past, to give value to our past. A prerequisite is that the society must be proud of upholding such a practice; cannibalism is one practice that few would consider desirable. Culture is not merely an identity of the society; it is an appreciation of its history.
Note that “society” includes any organized community, like nations, institutions, corporations and even neighbourhoods. But in this article we shall focus only on races and nations.
Hence, cultural education must enforce this appreciation into its protégés. Moral and civics education in formal education provided the rulebook. While such “rules” are easier to follow during childhood, it is not uncommon to find one, especially an individualistic youth or teenager, would dispute certain “rules” that he/she deem as “useless” or its basis questionable. He/She may ask, “Why should I follow these rules?” Without adequate enforcement, the “rule” would then fail.
Let us assume that each individual is logical, since disagreement based on illogical basis would normally be dismissed. Then the “individualist” disputes a culture due to a conflict of interest. This is perhaps the biggest problem that cultural associations encounter – competition for significance between culture and personal wants. It would be more complex involving necessities and economic efficiency. For example, elaborate weddings take much time, money, and manpower, so now couples could simply register their marriage, have a photo-taking session, and maybe have a good dinner at a restaurant.
With globalization integrated in youths today, another potential problems seen today is the schism between formal education and cultural education. Be reminded that formal education is based on Western standards – just look at the ‘O’-Levels, ‘A’-Levels, and the SATs. Moral and civics education would be heavily influenced by Western culture, and tailored to fit all. On the other hand, cultures remain mostly Asian based. A one-size-fit-all model cannot exist for cultures; the uniqueness and appreciation would lose their meaning otherwise. It’s appalling, but true that even when trends in visitor numbers are rising, today’s museums are now appreciated by few, and remembered by fewer.
We must be aware, however, that cultural appreciation should not be overdone such that it becomes an obsession to protect culture. Throughout history, we have seen measures attempting to achieve this aim that are more destructive than desired. Nazi Aryans certainly are proud of seeing themselves as the best of men as they attempted to cleanse the world, while the Chinese Cultural Revolution aimed for the political purity of the Chinese citizens. Both governments were highly successful in their education of culture and identity. But both concluded as unacceptable due to their over-protective and destructive nature. Remember that the culture represents the society. Hence most cultures place an emphasis on the society it represents. The society, in a way, should be glorified and made important. The society aims to be significant. Racial wars and riots result due to the conflicting clashes of this significance. This is a reason why Singapore has so little culturally-heavy schools, only political associations that protects the cultural interests.
This is what the Singapore heritage associations currently have in their bag…
Education and Outreach Division, National Heritage Board (set up in 1993) has been proactive in its promotion, awareness and appreciation of the colourful cultural heritage through its programmes like:
The Value of Cultural Education
The UNESCO, in a follow-up of the CONFINTEA V in 1997, had signified the influence of culture on man - "Adult education is being provided not only by educational institutions, both private and official, but also by cultural institutions, such as libraries and museums." While formal education provides many basis and foundational rules for the economic, social and moral values of man, institutions that represent the cultural heritage provides affirmation of these social and moral “rules” that is accepted by the community, just like workplaces and finances that affirm the economic, and empirical knowledge. Cultural education cannot be downplayed.
Before we can discuss the implications of cultural education, we must come to terms on its elements - What is culture? Culture differs in many nations, many societies, many communities, and many individuals. It is a description of life in a society. It is a guide passed down through generations on how we eat, how we sit, the hairstyles we should don, the clothes we wear, the way we talk, the way we walk, the way we express our thoughts and emotions… the list is endless. But it is agreed that culture is a guided principle behind our lifestyles, the blueprint of the society’s past and present. That is why cultural museums are tourists’ hotspots.
History predefines culture. There was a reason in the past for certain ceremonies like weddings, and funerals to be held in an elaborate manner and why certain food is preferred over others. Even when that reason no longer applies, a new reason emerges – we continue such practices to honour our past, to give value to our past. A prerequisite is that the society must be proud of upholding such a practice; cannibalism is one practice that few would consider desirable. Culture is not merely an identity of the society; it is an appreciation of its history.
Note that “society” includes any organized community, like nations, institutions, corporations and even neighbourhoods. But in this article we shall focus only on races and nations.
Hence, cultural education must enforce this appreciation into its protégés. Moral and civics education in formal education provided the rulebook. While such “rules” are easier to follow during childhood, it is not uncommon to find one, especially an individualistic youth or teenager, would dispute certain “rules” that he/she deem as “useless” or its basis questionable. He/She may ask, “Why should I follow these rules?” Without adequate enforcement, the “rule” would then fail.
Let us assume that each individual is logical, since disagreement based on illogical basis would normally be dismissed. Then the “individualist” disputes a culture due to a conflict of interest. This is perhaps the biggest problem that cultural associations encounter – competition for significance between culture and personal wants. It would be more complex involving necessities and economic efficiency. For example, elaborate weddings take much time, money, and manpower, so now couples could simply register their marriage, have a photo-taking session, and maybe have a good dinner at a restaurant.
With globalization integrated in youths today, another potential problems seen today is the schism between formal education and cultural education. Be reminded that formal education is based on Western standards – just look at the ‘O’-Levels, ‘A’-Levels, and the SATs. Moral and civics education would be heavily influenced by Western culture, and tailored to fit all. On the other hand, cultures remain mostly Asian based. A one-size-fit-all model cannot exist for cultures; the uniqueness and appreciation would lose their meaning otherwise. It’s appalling, but true that even when trends in visitor numbers are rising, today’s museums are now appreciated by few, and remembered by fewer.
We must be aware, however, that cultural appreciation should not be overdone such that it becomes an obsession to protect culture. Throughout history, we have seen measures attempting to achieve this aim that are more destructive than desired. Nazi Aryans certainly are proud of seeing themselves as the best of men as they attempted to cleanse the world, while the Chinese Cultural Revolution aimed for the political purity of the Chinese citizens. Both governments were highly successful in their education of culture and identity. But both concluded as unacceptable due to their over-protective and destructive nature. Remember that the culture represents the society. Hence most cultures place an emphasis on the society it represents. The society, in a way, should be glorified and made important. The society aims to be significant. Racial wars and riots result due to the conflicting clashes of this significance. This is a reason why Singapore has so little culturally-heavy schools, only political associations that protects the cultural interests.
This is what the Singapore heritage associations currently have in their bag…
Education and Outreach Division, National Heritage Board (set up in 1993) has been proactive in its promotion, awareness and appreciation of the colourful cultural heritage through its programmes like:
- 12-day Singapore HeritageFest
- MuseumFest (1999 – 2002)
- Fun On Foot (2003) – A heritage-based treasure-hunt series.
- Heritage On The Move – Demonstrations of cultural elements like festivals, games and films.
- Travelling Exhibition – Cultural exhibitions in Community Centres, Schools, and Libraries.
- Cultural trails such as the Civic District Trail (a trail linking historic and cultural institutions / museums in the city), Singapore River Trail (historical sites along Singapore River), Monuments Trail (historic monuments in the city) and Fort Canning Trail.
- Incentives such as the National Heritage Badge (for Secondary Schools Uniformed Groups upon completion of a heritage project)
- Heritage newsletters and publications like Discover Singapore Heritage Trails
The Ministry of Information, Communication and the Arts too have actively played its part in maintaining and promoting the heritage infrastructure and monuments, like:
- Opening new cultural sites like the Asian Civilisations Museum, Empress Place, state-of-the-arts Heritage Conservation Centre and Reflections @ Bukit Chandu.
- Marking of national monuments, of which 52 historically significant buildings, and 80 marked historic sites have been identified.
- Funding and tax deduction for donations to ensure a healthy fund for the heritage and museum promotional programmes.
While there are indeed numerous programmes in store for us, it is important that a more direct education is needed to involve youths deeply and integrate such appreciation into their lives. Tolerance is evident, but more effort should be made to increase awareness and knowledge into the youths.
How? Stay tuned next week!
How? Stay tuned next week!
(1080 words)
I am proud of those who contributed!
Compiled by
You Jie
Solaris House Coordinator
Contributed by
Solaris NE Ambassadors
Compiled by
You Jie
Solaris House Coordinator
Contributed by
Solaris NE Ambassadors
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