Where they intersected lacked any sense of precision, evoking the chaotic imagery of brakes slamming too late, skidding uncontrollably past a sharp turn. Hovering above it all was the ever-present yellow orb, dominating the upper corner of the thickly textured canvas a sun that seemed both constant and inevitable.
Painted in a shade I can’t quite recall was a single word: HOPE. Was it a secret message, cryptic and deliberate? Perhaps the mark of an underground rebel movement, speaking only to its most trusted members?
I searched for further hidden clues, but all I found was a familiar scene: a house in a riot of colours, with the blazing sun peering down from the upper left corner. To its side stood a tree, its leafy canopy rendered in smudges of green atop a solid brown trunk.
A painting as simple as it was nostalgic. Yet, even now, it puzzles me why, when asked as children to draw or paint, did we always settle on this formulaic image? A house, a tree, and a glowing sun.
Was there no budding Van Gogh amongst us daring to reimagine the skies, to paint their version of Starry Night? I was sitting in my Standard 2 classroom at Crescent Primary School in my hometown of Lobatse.
The walls were decorated with these youthful masterpieces, a patchwork of our collective imaginations.
The low hum of seven-year-old chatter filled the room as we waited for our teacher and principal, Mrs. Mariam Badshah a formidable figure who inspired equal parts fear and respect.
The word HOPE on the painting wasn’t a veiled message after all. It simply marked the artist: my childhood friend, Hope Swartland. To this day, he and I remain close friends. We stood at the dawn of our educational journey, wide-eyed and eA.
In mosaic children, genetic diversity may enhance neural development, with some cells fostering traits like faster processing or heightened plasticity. However, intelligence is not entirely deterministic environmental factors like nutrition and education shape potential but cannot override genetic predispositions.
As Jensen (1998) notes, while learning builds knowledge, innate cognitive abilities depend on inherited neural architecture.
For mosaic individuals, their genetic composition reveals the profound influence of nature, emphasizing the limits of teaching intelligence and the enduring role of biology in shaping the mind. Science highlights that while intelligence is largely influenced by genetics, the role of teachers in shaping how students learn, while limited by genetics, is still profound.
Research shows that effective teachers, driven by talent, passion, and determination, can significantly enhance student outcomes by fostering motivation, engagement, and a growth mindset. A 2011 study by Chetty et al. demonstrated that high-quality teaching positively impacts academic achievement and long-term success, including higher earnings and college attendance.
While teachers cannot alter innate intelligence, they can optimise a student’s potential by creating supportive environments, adapting to individual needs, and inspiring perseverance, proving that teaching quality greatly influences learning. A nation’s true strength lies in the foundation of its educational system. Reflecting on my children’s ongoing educational journey, certain educators stand out as extraordinary. I recall two in particular who went far beyond their duties to provide the intellectual stimulation needed to foster cognitive growth. These teachers became architects of an innovative plan, investing their time and effort to ensure progress.
Despite the challenges, they pushed forward with unwavering dedication. Their talent and passion for education are nothing short of remarkable. To them, Shabana and I offer our deepest gratitude and admiration. Both are named Ms. D you know who you are.
