But given that actions are performed by individuals, and that it is individuals who ultimately have the beliefs and goals that engender action, what motivates agents to form teams and act together?

– Teamwork

When my team was challenged to create a map of the sensory trail at Pulau Ubin during a values education camp, everyone had different ideas how to proceed. The de jure leader joined the others as an equal in the discussion.

The final product was pleasing to all because everyone felt a sense of ownership, having had a chance to voice and defend their opinions. Despite the intensity of discussions, everyone remained friendly to each other. At the end of the camp, these participants had become firm friends – in fact, they enthusiastically exchanged contact numbers with the same team members who had disagreed with them just the day before. Perhaps they are still young and idealistic and could still instinctively understand the value of teamwork.

In a recent episode of the Channel 8 drama series, ‘The Dream Makers’, a character commented wistfully that society and education system taught her to view life as a race where the applause belonged to the winner alone. (This of course was a drama, one that was filmed and screened quite a number of years ago and may not be wholly representative of reality either then or now.) The participants of this camp however, were not seeking applause. As a team, they needed no praise or chiding to recognise the benefits of teamwork, of working towards a team goal that every single member of the team valued in equal measure. As a result, for these participants, teamwork was not about applause.

Neither was it personal.

That was why they could argue their hearts out, compromise and dine happily together moments after. Observing the participants in action reminded me that what mattered is having had the opportunity to have one’s voice heard. This outcome reinforced my belief that the best idea was usually the result of a collective effort.

In a way, this mirrors the real world where the free-market system keeps firms efficient and consumers benefit as a result of competition. Shouldn’t we as educators similarly help our young embrace the free market of ideas in the classroom? The teacher, the appointed leader in the classroom does not have to be the gatekeeper of knowledge.

As their mentors, we must aid our pupils’ decision-making ability, not dictate it. Let us seize the opportunity in our classrooms to develop our pupils as leaders. And while at it, let us emphasise the importance of having a shared vision. Because as teachers of learners with great potential, it is our duty to do this.

This article was written several years ago while the author was teaching in a school. Many people do not like to read their past work, because there is always a possibility that such work would be cause for embarrassment. People usually get better in some skill or grow wiser over the years and so could look back and wonder how they could possibly have written something like they did or believed what they had once believed.

The article reproduced above has been slightly edited to reflect some changes in beliefs over the intervening years. It is not without some measure of gladness that the author sees that his beliefs in the fundamentals have not changed much.

He still believes in the power of social constructivism. He still believes that the teacher is merely a facilitator though there is nothing ‘merely’ about facilitation. He still believes deeply in cooperation and collaboration.

To end off, the words of Zhuangzi are fitting.

“In all human relations, if the two parties are living close to each other, they may form a bond through personal trust. But if they are far apart, they must use words to communicate their loyalty, and words must be transmitted by someone.

To transmit words that are either pleasing to both parties or infuriating to both parties is one of the most difficult things in the world. When both parties are pleased, there must be some exaggeration of good points and when both parties are angered there must be some exaggeration of bad points.
Anything that smacks of exaggeration is irresponsible.”

And slightly further on, he adds, “Therefore, the aphorism says, …do not press for completion.”

Having no further point to make, this article is now complete.

The Brain Dojo