Conventional educational frameworks often lean towards perpetuating parental indoctrination, adhering to a standardized approach that varies marginally from region to region, only distinguished by accents and dialects shaped by the local environment.
The curriculum essentially presents life as a prescribed catalog, deeming it indispensable for a suitable existence. Teachers aim to instill an array of concepts, terminology, prefabricated phrases, behaviors, and stereotypes into the minds of students. This extends to shaping perceptions about earning a livelihood, a critical aspect for navigating life’s conditions. The educational environment endeavors to provide representations that align with the mental framework of individuals.
In most settings, the prevalent notion of earning a living, as outlined in the societal and educational catalog, revolves around securing employment, whether in the public or private sector. This typical trajectory envisions a monthly or weekly paycheck, assuming a specific salary to sustain one’s life. Despite this, individuals often find themselves borrowing to meet unforeseen emergency needs.
This prevailing stereotype transcends geographical boundaries, persisting universally. While the advent of the knowledge economy, driven by artificial intelligence technology and applications, has introduced new models for addressing living crises, these models remain rooted in traditional perceptions. Furthermore, they cater predominantly to a limited group of creators and talented individuals, channeling them into disciplines that align with existing frameworks, essentially reproducing traditional catalogs with added complexities.
The central inquiry in this discussion revolves around identifying literature on financial education that can offer individuals a deeper understanding of life’s journey and present more practical ways to interact with the wealthy. The challenge lies in dismantling entrenched patriarchal indoctrination approaches and the associated models that persist throughout one’s life. The distinction between the rich and the poor, it is argued, lies not in the possession of money but in the mental stereotypes that shape the worldview of each group.
It is crucial to underscore that educational curricula, instead of propelling individuals forward, can often ensnare them within their confines. The extent to which these curricula shape life and lifestyles is contingent on individual circumstances, influencing whether one’s life is marked by misery, unhappiness, or joy and fulfillment.
In conclusion, the quality of life is intrinsically linked to the early perceptions imprinted in an individual’s mind. Financial education emerges as a pivotal element that educational curricula can offer to enhance individuals’ lives, fostering better, easier, more joyous, and happier existences.
For further insights, let’s delve into the remaining aspects of this discussion.
Author : Manahel Thabet
Published: December 10, 2021
Al Bayan Newspaper
EN 
AR