Intellectual Enhancement

runs along co-curricular activities in a child’s progress

Academics is a crucial part of the education system, which exercises the intellectual muscle. But what is equally indispensable for a pupil is participation in co-curricular tasks so that he may make his erudition productive enough to meet the challenges of the world, that demands much more than theoretical wisdom for survival.

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It would be appropriate to re-instate the famous proverbial lines All work and no play makes Jack a dull boy. Today, we live in a world stirring with cut throat competitions that make school life very challenging. Gone are the days when only an A grade would promise students a life of unquestionable success in the long run. The contemporary times demand not only academic knowledge but also a high level of aptitude proficiency to lead a quality life. While academia continues to perform its function of enriching pupils intellectually, extra-curricular activities fill the remaining gap as these work towards establishing a promising ground for a child’s aptitude.

Aptitude can be understood as the latent capacity that is honed with training at various physical and intellectual platforms. One efficient way to achieve this is by involvement in co-curricular activities. These activities are categorised outside the realm of compulsory academic learning as otherwise prescribed in the educational system. These majorly include those projects that are taken on a student’s volition like on stage performances, sports, hobbies, etc. Perhaps such enterprises could be indoor or outdoor.

Building leadership attributes with a sense of subjective and existential confidence

Various on stage activities like debates, speech competitions, theatrical shows, etc demand a high level of self- confidence in a student to present a performance in front of a huge audience comprising his friends and experienced teachers who are seated as judges.

Such activities require an immense amount of hard work even for mere participation. When the child wins a prize for his performance, it is not unobvious to assert that he soars to the top of the world. Nevertheless, the world here, condenses into a potpourri of hard work, success and complacency. This sense of achievement, furthermore, gives rise to an emotion of acceptance that exudes deterministic and existential confidence. The victorious student views himself authoritatively to face the challenges of the world.

However, converse to the condition of winning, the discourse of every competition dictates that it recognises only one winner. This is to say that if one student wins, all the others are defeated by the winner. In other words, not all participants who work hard and dream of winning, win. Those who win are successful in capacitating themselves in reaching the top whereas those who fail to reach that pedestal, still receive a benefit. They receive the benefit of an opportunity to improve on themselves and address their lacunae and thereby capacitate themselves in reaching to a higher notch as compared to where they previously stood.

Albeit, participation in co-curricular activities does not promise all to be winners but it significantly ensures a boost in the confidence of all pupils. This is plausible by way of improvements. Even if it’s a small onstage exercise like reading a one line thought-of-the-day in the school assembly, the small level participation immensely aids in boosting the confidence of a child to make his voice heard.

Participation in co-curricular activities does not promise all to be winners but it significantly ensures a boost in the confidence of all pupils. It aids in boosting the confidence of a child.

Implements multicultural diversity

The product of traditional schooling is way different from that of modern contemporary schooling. The former satisfactorily moulded a student who was soaked in the wetness of intellectual gain with no experience of practical learning, which existed beyond books. The latter, however, demands a macro involvement of learnt knowledge rather than a micro one. A micro understanding of things is understood as what is confined to the limits of a small area of study, whereas, a macro comprehension of things would ensure a more absolute, all embracing bird-eye viewing of a project at hand. Some specific extra-curricular activities fulfil this prospect at a multi-dimensional stature, ensuring a cross-cultural interaction. Such activities help in implementing cultural diversity at a national and international level.

For example, various competitions operating at inter-school, inter-college and inter-national level ensure a considerable amount of student exposure at a cross cultural spectrum. These may include all possible extracurricular activities ranging from those pertaining to intellectual prowess (extempore, debates, quizzes, etc) or those relating to physical activities (sports, dancing, field research, etc.).

More so, student exchange programs that involve an inter-state or inter-country change of students help in giving a tremendous opportunity of exposure at socio-cultural level. This enables a deeper understanding of different cultures with a non-dogmatic attitude towards it. This further makes a student more culturally respectful and adaptive.

Various on stage activities like debates, speech competitions, theatrical shows, etc demand a high level of self- confidence in a student to present a performance in front of a huge audience comprising his friends and experienced teachers who are seated as judges.

Ignites a sense of creativity and pragmatism

Creativity is one of the most impactful pathways that polishes a student in an out-of-convention manner. It serves as a strong ignition towards a bright future since activities that hone the creative eye, help in developing entrepreneurial skills and making new boundaries for an individual beyond the normative standards. Various life changing innovations in the field of technology, art, science, etc quintessentially anchor this fact. Activities that dig into the creative eye may be spread across various fields of art, rhetoric, writing, management projects, etc.

For example, a student may have learnt the various unities of a short story (unity of space, characters, plot, time and direction) in his classroom as per one of the proteges of story writing. However, this knowledge is realized into fruition when the student obtains the opportunity to implement it in the practical world. Here, the contest is not merely a competition that declares a winner best with his language skills. But it rather serves as an invaluable platform for a student to soar high in his imagination beyond the limits of established standards of education. This assertion might sound quintessentially idealist, but a creativity that stems from the depth of independent intellectualism achieves greater success for the youth beyond the conditioning that is subconsciously ingrained in its mind. Consequently, it would not be undermining to state that the future defined by the ‘creative youth’ might give rise to a revolutionary.

To add an intriguing factor here, it would be necessary to note that the creativity quotient is enhanced if the academic content is applied in the practical space. Practical application of theories learnt is an indispensable path towards a better understanding of a concept taught to a pupil. Extra-curricular activities, therefore, greatly serve as a tool to enhance creativity and pragmatism.

On a concluding note…

In the education system, the extracurricular performances are not preferably categorized in the compulsory realm per say. Despite the fact that these projects predominantly encompass volunteering work, it is apropos that these non-scholastic activities serve as the vehicles that ferry students to a zone that results in their potential being robustly developed.

History bears testimony to the fact that education has been the most prized asset of the youth. Nonetheless it has to be understood that academics is a crucial part of the education system, which exercises the intellectual muscle. But what is equally indispensable for a pupil is participation in co-curricular tasks so that he may make his erudition productive enough to meet the challenges of the world, that demands much more than theoretical wisdom for survival.

Maneesha Sarda loves to read, especially literature, which for her, is less of an academic discourse and more of a discourse of life. She is a staunch believer in the philosophy of literature and strive to use its power to make a better version of yesterday’s ‘me’.