armed personnel), the more recent pictures bear a better resemblance to the classroom environments prior to the pandemic. In particular, the City of Makati’s Comembo Elementary School announced that they were using air purifiers and UVC lights to disinfect their classrooms and doing away with plastic barriers. They also installed automatic thermal scanners at the entrance.
How we define the problem determines how we solve them. Let’s take the problem of traffic as an example. Most of our rules on traffic have assumed that the problem is that we have too many cars. As such, we have number coding and lane restrictions. I argue that the problem isn’t that we have too many cars; it’s that we have to get to work on time.
The way rules have been formulated around children in this pandemic has centered on how to keep them COVID-free. If our singular goal is to keep infection and spread as close to zero as possible, then rules that restrict and quarantine seem like the logical solution. We’ve closed schools for more than a year following this logic. We’ve kept peer interaction at a minimum in service of safety. We’ve sacrificed people’s mental health and quality of education for this purpose.
Both Makati and Pasig City are showing us what solutions are possible when we prioritize children’s wellbeing along with safety. By recognizing what truly is conducive to learning and growth — a welcoming, engaging environment — they have learned to make the environment adjust to the child instead of the other way around.
How do we know if we’ve identified the right problem? Certainly not by pointing to people as the problem. If we think of people as barriers to our goals, then we are likely to come up with solutions that hurt them. Instead, we need to help people pursue their goals and remove barriers that get in the way.
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