Introduction: Tagore and Informal Kuttab System:
Tagore and the Informal Kuttab System revolutionized educational paradigms by emphasizing holistic learning and community engagement over rote memorization. He has based his system on the natural impulses of human beings, wherein children learn while living in close proximity, as opposed to modern educational schools where students are forced to memorize certain information and reproduce it. He argues that “Children’s minds are sensitive to the influence of the world,” meaning they are influenced by their environment (Tagore 41). However, the system suggested here is based on experimentation in most Arab households. It lacks a known published history regarding its origins, but it is evident that it began out of the necessity for each household to have a literate member. It consists of an educated individual who teaches children, primarily Arabic and Quranic texts, within their own household and neighboring houses, typically in the drawing room, during their free time. Additionally, this educator teaches children and adults various skills and may invite other skilled individuals to assist. These learners then apply these skills within their local community free of charge (Wiseman, Saddawi, and Alromi 2008, p. 2). This system, known as the Kuttab system, was once widespread in rural Arab areas, particularly until the 1960s, and remains prevalent in impoverished districts, although it is now dwindling. A single Kuttab may accommodate up to 30 students, with only one person responsible for teaching them. These students, ranging from young toddlers to teenagers and, in some cases, adults and young girls, learn manual labor by assisting their tutor in various tasks such as fieldwork, construction, plantation work, and even digging. The Kuttab system, when integrated with public schooling, has the potential to eradicate illiteracy, promote manual labor and its benefits, and instill in public school students the dignity of work.
Students: Tagore and Informal Kuttab System
As most students in the Kuttab system are either adults or unable to attend regular schools, its professed purpose was to eradicate illiteracy by teaching reading and writing to these individuals (3). In some ways, it shares similarities with Tagore’s system, particularly in its emphasis on natural learning, although it lacks the same degree of freedom for students. Under the Kuttab system, students are given regular tasks by their mentor, who holds them accountable upon their return. Instruction primarily occurs orally, with occasional use of written materials such as copies, although this is infrequent. Despite its official replacement in 1925, the Kuttab system persists privately in some households (3). However, it differs from public schooling in its absence of formal exams and promotions to the next level; its primary objective is simply to teach reading and writing efficiently, thereby contributing to higher literacy rates. Furthermore, it diverges from Tagore’s proposed system in that it relies on a mentor who imparts knowledge through personal experience rather than learning from natural phenomena. Additionally, the timing of instruction is not fixed, occurring either during the day or at night when participants are available. As students learn what their mentor knows, the implicit aim is to combat illiteracy and equip attendees with basic literacy skills.
Features: Tagore and Informal Kuttab System
The Kuttab system’s most crucial aspect is the instruction in manual labor provided to students after their mosque studies. This entails mentors engaging these private students in manual tasks on their own fields to impart the value of labor. Without this exposure, students lack essential skills for fieldwork or coping with the demands of professional life. The primary objective is to instill in students an appreciation for manual work and the understanding that it is integral to livelihoods. Teaching manual labor to children has long been a tradition in Arab culture, as it engages both the mind and the body. In contrast to Tagore’s approach, where students are left to respond to natural occurrences freely, in the Kuttab system, mentors impart their best skills to informal students in a conducive environment devoid of strict discipline, teaching rigor, or classroom etiquette. Consequently, students feel uninhibited in learning and applying these skills, fostering humility and a strong work ethic. Collaborating this system with public schools allows students to learn through diverse approaches, fostering both knowledge acquisition and humility, preparing them to navigate society’s evolving dynamics. In essence, they are groomed to become responsible members of society, adaptable to its changing demands.
Best Practice: Tagore and Informal Kuttab System
One of the most valuable aspects of integrating this practice into public schooling is its emphasis on instilling a strong work ethic in students, particularly through manual labor. Manual labor encompasses various skills such as carpentry, masonry, cobbling, and others, all of which are integral to village and rural life in the Arab world. By learning these skills, young people not only enhance their own lives but also contribute to the improvement of their community. However, the distinguishing factor of Kuttab teaching lies in its departure from the structured format of traditional schools, where the focus is primarily on reading and writing, with limited exposure to practical skills relevant to the immediate community. In contrast, Kuttab practices emphasize responding to immediate needs, aligning with Tagore’s notion that students should engage with natural phenomena and events. For instance, a student proficient in masonry learns how to construct a house for future needs, while a cobbling student can mend shoes, among other essential skills imparted through these informal setups. By collaborating with schools, these setups can expand their offerings to include additional social skills, thereby equipping students to become productive members of society. Furthermore, Kuttab informal skills reinforce the importance of hard work for long-term success, nurturing a mindset of perseverance and resilience among students.
Conclusion: Tagore and Informal Kuttab System
In short, the Kuttab system instills three major objectives in the minds of both students and mentors. It emphasizes the natural and social imperative that everyone contributes to society in some way, understanding that mutual contributions benefit all. For instance, by integrating the Kuttab system with modern public schooling, it can aid in eradicating illiteracy as more individuals collaborate with regular teachers to teach reading and writing to others. Additionally, the collaboration addresses the gap in public schools by introducing manual skills education, imparting the understanding that manual labor is valuable and that hard work leads to long-term rewards. Through the teachings of Kuttab mentors, students grasp the significance of hard work and its eventual benefits. Ultimately, by fostering collaboration between classical and modern schooling systems, Arab society can progress towards development goals, ensuring equal opportunities for all members to acquire the skills needed to become valuable contributors to society.
Works Cited: Tagore and Informal Kuttab System
- Dutta, Sutapa. “Debates on Schooling the Mind in Colonial Bengal.” Social Change 52.1 (2022): 93-108.
Relevant Questions about Tagore and Informal Kuttab System
- How did the collaborative efforts between Tagore and proponents of the Informal Kuttab System influence the development and implementation of holistic learning approaches?
- What were the key principles and methods employed within the partnership of Tagore and the Informal Kuttab System, and how did they differ from traditional educational approaches?
- What impact did the fusion of Tagore’s philosophy with the Informal Kuttab System have on educational practices and societal attitudes towards learning during their respective time periods?
