One of the shortcomings in the Indian learning systems both at the school as well as the higher education levels, is the excessive focus on the results of performances. While, theoretically it sounds good to have all the learners to be successful in whatever they do, it happens most often at the cost of the quality of the learning processes. Learning doesn’t become effective unless the learner is aware of the kind of mistakes (s)he does and the reasons for such a mistake and the methods of correcting and updating them. This appears to be totally absent in the learning strategies, as both the teacher and the taught are concerned about the results than the processes. Consequently, in many institutions the teachers aren’t aware of identifying different types of errors the learner would do – at the conceptual level, processing levels and the communication levels.
On a lighter side, in many of the laboratory processes in schools and colleges, the learners go ready with the required result and even if the tools and appliances are non-functional or defective, the inputs are manipulated to lead to the result. As such, these practices become a second habit and there are cases, even at the research levels where data manipulations have become an order of the day. Subsequently, when the people land in professions, they are absorbed in execution of work and sometimes land in crises with their inability to locate the errors, if any.
Ability to accept the mistakes/errors as they are, and analyzing the inherent causes for the same, is just an exercise in establishing the integrity, honesty and discipline in the learning processes well as in a work environment. Unfortunately the errors are considered as the reflection of the incompetence of the person and looked upon with a sense of contempt. There is a need to change the mindset.
Error analysis develops a culture of analysis and triggers positive and provocative action. These skills are essential for most professions and cannot be developed overnight. The skills have to be identified and cultured right from the school level.
Error analysis can be a fun-filled activity. Admission of inaccuracies and oftentimes omissions and commissions can lead to lighter moments of humour and laughter. Further, it leads to learning.
Error analysis can be used as a case-study. Objective review of data, processes and strategies would lead to meaningful learning for strategic operations, futuristic planning, critical thinking and decision making.
As such the ability of the learner to self-evaluate based on the errors committed would add a greater value than a directed learning through external inputs.
May be, our evaluation systems, need to refocus on differentiated evaluation of the learners based on specific and targeted studies on the above, so that a mere knowledge (memory) based learning without insights gives way to insightful learning.
“Knowledge rests not upon truth alone, but upon error also”--- Carl Jung
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