Learning has more meaning when it serves the community

I refer to the report “NTU students, staff to take part in more community activities involving residents” (July 27, online). I support the university’s move.

Learning should not be restricted to gaining knowledge; it should show us the human aspect of society, so that we can put knowledge to better use.

Nanyang Technological University’s engineering students are helping to design a safe, light ramp to help wheelchair users in ground-floor homes, as well as developing a device that detects falls — of benefit to the elderly living alone.

Such innovations exemplify how students can use their skills to help solve social issues, which in this case facilitates the ageing population’s daily lives.

This gives meaning to learning, as students are not only gaining experience from such activities but also serving the community.

Singapore needs more of such learning, which trains students to think outside the box and be sensitive to societal issues at the same time.

Rote learning and long hours in the classroom would disconnect students from their community on a personal level.

Without a good understanding of the community in order to use their knowledge to help others, how would students become better leaders of tomorrow, the very vision schools aim to achieve?

It is heartening to see such learning in place in other institutions: Institute of Technical Education College West students bred horseshoe crabs in an environmental project, while Teck Whye Secondary students bred a golden orchid for their school’s 50th anniversary.

The students shared about the joy they found in the learning process and were better able to grasp the theories taught via these projects. This proves even more that schools should incorporate applied learning into their curricula.

Perhaps schools could set aside curriculum time and some funds for student projects that deal with different societal aspects and aim to help specific groups.

These projects could even replace assessments so as to give students more time to pursue their passions and, more importantly, contribute to society.

Coming from a school that incorporates student-initiated learning in the curriculum, I learned about Wolbachia-carrying Aedes mosquitoes, which allowed me to learn more about dengue prevention measures.

Though we were not allowed to experiment in the laboratory, the experience broadened my horizons and showed me how knowledge can be applied to innovation, which in turn can contribute back to society.