Balancing Authority and Freedom: Rousseau's Path to Resolving Educational Dilemmas in Malawian Primary Schools

Abstract: The Malawi primary education system is bifurcated into public primary schools, free primary schools sponsored by the government of Malawi, and private primary schools, primary schools run by private entities as a business. The two primary education branches subscribe to the polar opposite schools of thought on authority: traditional and progressive teaching methods respectively. Both these teaching systems are not compatible with Malawi and its goals in education. Rousseau’s idea of regulated freedom is employed to analyze the issue of authority in Malawian primary schools. To clearly unpack this concept, the paper discusses the approaches to education and the differences between them. Then the history of Malawi’s primary education system from colonial days to the democratic days is exposited to give a tangible background that can easily be relatable as the outcomes emerge. The paper argues that there is a need for controlled and balanced freedom. The paper does not only go against traditional pedagogical methods that portrays teachers’ dominion over the students but boldly assails progressive teaching methods that give unbridled freedom to learners. Traditionalists argue that teachers should carefully sequence the best knowledge from their subject area and deliver it directly to the whole class. Progressives argue teachers should instead facilitate learners’ exploration of their individual interests and the process harnessing curiosity and thinking skills. Consequently, merging the two and making sure that a balance is stricken can help in making the education system vibrant. In its terminus, the paper exposes a need for a change in mindset on how the issue of authority is handled in the schools. The findings of this study are vital to sort out discipline and performance issues in schools apart from promoting good relationships between teachers, students and the society at large. Given its relevance, more research is needed to better understand how freedom and authority need to be balanced for the teaching and learning process to be a success.