Boethius’ The Consolation of Philosophy was required reading for intellectuals of the Middle Ages. In that book, written in the 6th century AD during a one year imprisonment, Boethius gives instructions for the life of the thinker.
At the moment of his greatest misfortune, betrayed and imprisoned, falling out of favor at the court of King Theodoric awaiting for his trial and execution (Socrates comes to mind here, although Socrates never wrote anything), Lady Philosophy appears to him to converse with him and console him by reminding him that as a philosopher he ought not to despair about the loss of worldly goods. She reminds him that he is a spiritual being destined for higher things; for the ultimate superiority of the things of the mind; that happiness comes from within and virtue is the one true good which is enduring and not imperiled by the vicissitudes of fortune and temporal power. Also, throughout the book Boethius reflects on how evil can exist in a universe governed by God.
It is worth mentioning here that the book is not strictly speaking religious. No references are made to Jesus Christ and Christianity or any other religion, for that matter. He merely engages questions such as the nature of predestination and free will, why evil men prosper and good men fall into ruin, human nature, virtue, justice; speaks about the nature of free will versus determinism, then he asks if God knows and sees all, or does man have free will. On human nature, Boethius says that humans are essentially good and only when they give in to “wickedness” do they “sink to the level of being an animal.” On justice, he says criminals are not to be abused, rather treated with sympathy and respect, using the analogy of doctor and patient to illustrate the ideal relationship between prosecutor and criminal. Although the questions appear to be religious, the reliance throughout the book is not so much or religious Christian doctrine but on natural philosophy and the classical Greek tradition. Like Aquinas later on, he saw a correspondence, even an harmony, between faith and reason. The book in fact contains nothing distinctly Christian, but neither does it contain anything distinctly pagan. It can be read by anyone, no matter his beliefs. The work, in fact, is that of a Platonist who just happens to be a Christian. As such, it can be profitably read by anybody with or without faith.
Keeping the above preface in mind as regards the consolations of philosophy, let us now ask this question: how would a modern practitioner of philosophy, say a college professor of philosophy, interpret such work nowadays? Would it literally be a consolation for her/him? A consolation for something that is missing? What is missing?
The picture above of a professor of philosophy teaching his class may be helpful in supplying an answer to the question. Notice his attire. It does not convey the image we might have had of a philosophy professor only a couple of generations ago (the 50s and the 60s), suit, shirt, and tie being a sine qua non. Things must have changed in materialistic Marxist terms, and indeed they have. But then again, universities have existed in post-Greco-Roman times since the 11th century. The word academy actually goes back to the school established by Plato in ancient Greece. What was Plato’s attire then? Did he receive a salary? How well did he pay his faculty? Were the salaries commensurate to that of middle-class worker, or was it much higher befitting the intelligentsia of the times? The questions as applied to Plato look impertinent and ludicrous and yet they need to be asked if we are to interpret correctly Boethius’ work.
Viewing both teachers and pupils’ attire in the above renditions one can safely state that at the very least the professor was enjoying middle class wages. But it would be a mistake to assume that this was always the case. If we take the long view, that has rarely been the case.
For example, in colonial America when colleges such as Harvard and Yale were established, most faculty members worked as adjuncts and more often than not held second jobs. Meaning that their salary was sub-standard, less than that of a worker. Teaching was considered a vocation or a noble calling of sort. Even in the 19th century, when the modern research university was born, things didn’t change much. The rewards of the profession were not materialistic but remained spiritual and intellectual. Now, one may consider such a state of affairs an ideal rarely attained, but in fact it was the reality for most of the history of academia since Plato. Being poor and being paid sub-standard wages has for the most part remained part of the spiritual-ethical tradition of academia. So one consoles oneself with the exalted title of “Professor,” and with Boethius’ consolations of philosophy, of course.
The only exception so far might have come about in the 50s and 60, now considered the golden age of the American academy, when newly minted Ph.D.s were practically guaranteed employment and tenure in a university and professors suddenly found themselves propelled to the top of the social hierarchy. Naturally good salaries also guaranteed increase prestige to the profession as a whole. But that did not last very long. By the late sixties the relationship between government grants generously dispersed and academia soured over the protests to the Vietnam war. Public funds for higher education were slashed and so we have slowly but surely returned to the previous normal conditions of almost forced poverty accruing to being a college professor. The teaching attire of the current college professor above is now more the norm than the exception.
So what is one left with? Well, one may not be getting rich but one still expects that one engaged in imparting higher education ought to be getting wiser and nobler as one continues to instruct new generations of students of philosophy. The newly arrived capitalist entrepreneur professor in his fifties who has amassed in the bank his consolation millions and now plays at being “professor,” is not exactly the norm nor the most inspiring model of the classical college professor. Ordinarily, what prevails is that one is left with the consolations of philosophy and the consciousness of the nobility of one’s calling. One could do worse than that. One could be a veteran standing at a street corner with a poster hung on his neck which declares “imagine what it is to be homeless.” One could, on the other hand, be amassing capital and enriching oneself by exploitation of the workers and evasion of taxes within a savagely capitalistic materialistic world depositing the ill acquired wealth in the Caiman Islands banks created for that very purpose. Which is to say, Boethius’s book could be interpreted as an allegory for the current social status of professors: respected but not well remunerated, except for the consolations of philosophy. It’s a sort of cruel job, no doubt, but demanding more may mean jeopardizing the very nobility of the call. Playing professor may be fun and enhance one’s ego but it is not exactly what is needed nowadays as inspiration for the new millennial generations. Marx may not fully agree here, but I think Socrates would.
P.S. This essay, which has been slightly revised, has already recently appeared in Ovi magazine.
Women in leadership ‘must be the norm’
We can no longer exclude half of humanity from international peace and security matters, the UN chief told the Security Council on Thursday, emphasizing the need to fully address the challenges and gaps that continue to prevent women having an equal say.
Having just visited the photo exhibition, In their Hands: Women Taking Ownership of Peace – a collection of inspiring stories of women around the world seen through the lenses of women photographers – he told ambassadors that the exhibit brings to “vivid life” their dedication to “the most important and consequential cause of all, peace”.
“From the safety of this chamber, we discuss and debate pathways of peace for countries around the world”, said the UN chief. “But the women portrayed in the exhibition are on the front lines of the fight for peace”.
He called them peacebuilders, changemakers and human rights leaders, and described their work mediating and negotiating with armed groups; implementing peace agreements; pushing for peaceful transitions; and fighting for women’s rights and social cohesion throughout their communities.
Yet, he pointed out, “women remain on the periphery of formal peace processes, and they’re largely excluded from rooms where decisions are made”.
Citing rising rates of violence and misogyny; the extreme under-representation of women in decision-making positions; and a myriad of challenges faced by those in conflict, the top UN official observed that the power imbalance between men and women remains “the most stubborn and persistent of all inequalities”.
“In every humanitarian emergency, the clock on women’s rights has not stopped. It’s moving backwards”, he said regretfully.
In Ethiopia, women have been victims of sexual violence; in Yemen, excluded from political processes by the warring parties; in Afghanistan, undergoing a rapid reversal of the rights they had achieved in recent decades; and in Mali, after two coups in nine months, “the space for women’s rights is not just shrinking, but closing”, Mr. Guterres said.
“Increasing women’s representation and leadership across every aspect of the UN’s peace activities is critical to improving the delivery of our mandate and better representing the communities we serve”, he said.
But Council’s support is needed for partnerships, protection and participation.
Women leaders and their networks must be supported to meaningfully engage in peace and political processes, he explained.
Secondly, women human rights defenders and activists must be protected as they carry out their essential work.
And finally, women’s “full, equal and meaningful participation” must be supported in peace talks, peacebuilding, and political systems as countries transition to peace, he said.
“We need full gender parity”, underscored the UN chief. “We know it can be done”.
Advancing women’s rights
Women should not have to accept reversals of their rights in countries in conflict, or anywhere else.
Mr. Guterres said that the UN will double down on “truly inclusive peacemaking” and put women’s participation and rights “at the centre of everything we do – everywhere we do it”.
The best way to build peace is through inclusion, and to honour the commitment and bravery of women peacemakers we must “open doors to their meaningful participation”.
“Let’s turn the clock forward on women’s rights and give half of humanity the opportunity to build the peace we all seek”, concluded the Secretary-General.
Time to say ‘enough’
To create a tangible difference in the lives of women and girls, UN Women Executive Director, Sima Bahous, highlighted the need for governments and the Security Council “to step up” to address the way we confront peace and security issues.
For too long violence has targeted females and their rights; and women continue to be marginalized and excluded “in those very places where they can drive change”, she told the Council.
“Surely the time has come to say enough”, she said.
Open doors to women
While acknowledging a “glimmer of light” resulting from the passage of the original resolution, Ms. Bahous said that while not enough, it must be used in the fight for women’s equality.
Noting that vast military spending has been “in bitter contrast” to limited investments in other areas, she advocated for curbing military spending and expressed hope that delegates “share my sense of urgency” on the issue, which impacts other priorities, including women’s rights.
The UN Women chief noted that increased participation, combined with curbing the sale of arms in post-conflict settings, significantly reduces the risk of backsliding.
She reminded ambassadors that while “equal nations are more peaceful nations”, equality requires higher levels of support for healthcare and related services.
Moreover, Ms. Bahous regretted that women’s organizations are poorly funded, noting that without the necessary financial resources, they cannot effectively carry out their work.
Turning to Afghanistan, she shone a light on the women who had collaborated with the UN and whose lives are now in danger, advocating for doors to be opened wider, to women asylum seekers.
Women at the stakeout
Subsequently, former Afghan women politicians took to the Security Council stakeout to ask the international community to pressure the Taliban “to put their words in action” and fulfill their promises made in 2019 in Qatar including supporting girls’ education and women’s rights.
“The reason we are here today is to meet with different Member States and ask them to regard women and human rights in Afghanistan as a matter of national security of their own countries, because it’s not just a political or social issue but it’s a matter of security”, said Fawzia Koofi, former Peace Negotiator and first woman Deputy Speaker of Afghan Parliament.
Former Afghan Parliamentarian and Chairperson of the House Standing Committee for Human Rights, Civil Society and Women Affairs, Naheed Fareed, questioned whether the world wanted to “register in history” their recognition of “a de facto structure that is in place in Afghanistan”, to represent Afghan women, their dignity and desires. “From my point of view, they don’t”, she told reporters.
Gender Mainstreaming and the Development of three Models
The field of gender mainstreaming plays a central role in the debate of critical feminist International Relations (IR) theorists. Reading the influential work of Enloe 2014 regarding the locations and the roles of women in the subject of IR brings women into the central discussion of international studies. However, some of the feminist IR scholars defy the negligible participation of women in international political theory and practice.
The main aim of gender mainstreaming is to achieve gender equity in all spheres of life (social, political, economic), without any doubt that gender mainstreaming has had a central role in pushing the strategy of realising gender equity since the concept’s inception. However, feminist IR scholarship admits that it is not the best approach, or in other words, the right pathway concerning feminist struggle. There are many different approaches and mechanisms in which such dissatisfaction is conveyed; nonetheless, at the axis of Postcolonial Feminist scholars debate, gender main streaming depoliticises the concerns of feminist scholars. Feminist studies show that theoretically, the change of structuring of gender equity determinations from women to gender in gender mainstreaming perhaps contradicted achievements made to bring women from the periphery to the centre of Feminist IR.
The emergence of Models in Development:
Discussion asking to what extent women have been benefited (or not) from the developmenthas given rise to the following three models. These approaches show how men and women are affected in different ways because of the development of how the lives of women, in particular, are affected.
Women in Development (WID):
By the 1970s, the reality that women were subjugated and left far behind in the process of development became clear and widely recognised. In some areas, this recognition even acknowledged development has further worsened the status of women, for example, the exclusion of women from
the main development projects. The Women in Development (WID) approach proposed the inclusion of women into programs related to development. WID was a successful initiative that strengthened the consideration of women as an integral part of society. The decade of 1975 to 1985 was even declared the decade of women. However, this approach was problematic, as WID did not focus on structural changes in social and economic systems, which were necessary for discussion. Furthermore, this approach was not enough to bring women to the mainstream of development successfully.
Women and Development (WAD):
Thisapproach was critical and arose in the late 1970s using Marxist feminist (critical) thoughts. As its nature, the Women and Development (WAD) approach criticised WID because of an increasing gap between men and women. According to WAD, the idea of women’s inclusion was wrong because women already contributed substantially to society. Yet, they were not receiving the benefits of their contributions, and WID further contributed to global inequalities. The main rationale of WAD was to increase interactions between men and women rather than just implementing strategies of women’s inclusion. Besides, WAD considered the class system and unequal distribution of resources to be primary problems, as it’s women and men who suffer from the current system. On a theoretical level, WAD strongly endorsed changes to the class system; however, it proved impractical as it ignored the reason for patriarchy and failed to answer the social relationships between men and women.
Gender and Development (GAD):
In the 1980s, further reflection on development approaches started the debate of Gender and Development (GAD). As GAD followed and learned from the weaknesses and failures of WID and WAD, it was a more comprehensive approach. GAD paid particular attention to social and gender relations and divisions of labour in society. The GAD approach strove to provide further rise to women’s voices while simultaneously emphasising women’s productive and reproductive roles, contending taking care of children is a state responsibility. As a result of GAD, in 1996, the Zambian government changed their department of WID to the Gender and Development Division (GADD). These changes made it easier for women to raise their voices more constructively in an African country. Gender development is a continuous, current phenomenon. Women have choices today that they did not have in prior or even the last generation.
The main point is that instead of discussing whether to mainstream gender or not, it needs to be discussed how it can happen in a better way. Gender mainstreaming is considered a theory of change in GAD.
The above discussion has offered an overview of how gender mainstreaming’s theoretical approaches and expectations have met with the praxis; however, some scholars critique the concept of depoliticising and diluting equality struggles. These considerations are also worth inquiry and, accordingly, are discussed below.
KP’s Education Reforms – Heading Towards Right Path
The first word revealed in the holy Quran was “Iqra” which means “to read”. This first verse of Holy Quran shows us the importance of pen, greatness of knowledge and importance of education in Islam. Article 25-A of Pakistan’s constitution obliges the state to provide free and compulsory education to all children between the ages of five and sixteen. Education is the reason behind rise and fall of any nation. After the 18th amendment, on April 19th 2010, the education sector was assigned to the provinces, with a hope that provinces would focus on providing quality education, as previously; there was a lack of comprehensive planning and strategy in this sector.
During its second stint in KP, PTI-led government declared an education emergency in the province. As part of election manifesto, PM Imran Khan reiterated his firm resolve to upgrade education system across KP. Consequently, during past three years, KP government has focused on the neglected education sector and introduced various revolutionary steps to improve the quality of education.
The provincial government is spending heavily on building infrastructure and basic facilities. The number of non-functional schools have been reduced massively due to effective policies. A real time focus is given to the lack of facilities like boundary walls, water supply, electricity, and toilets. To get rid of load shedding issues, the government installed thousands of solar panels in schools to have an un-interrupted supply of electricity at daytime. Simultaneously, increased annual budget for education.
The present age is known as an era of Information Technology (IT) and a nation cannot progress without making full use of it. Therefore, the provincial government has established thousands of state of the art IT labs across KP. It is pertinent to mention here that Microsoft has also endorsed this effort and offered to train above 15000 IT teachers with free certification.
The major five-year revolutionary educational reform plan (2019-2023) was brought by department of Elementary and Secondary Education as a flagship project of KP government in this tenure. The four core aspects of this innovative plan includes teachers’ training, curriculum reforms, establishment and up-gradation of schools and the appointment of new teaching staff.
In order to reduce teacher to student ratio it has been decided to hire 65,000 new teachers well versed with modern education techniques, including 11,000 primary teachers under this five years’ plan. So far, more than 40,000 teachers have been recruited on merit bases through NTS. After the merger of tribal districts in KP, the education Ministry has approved a handsome amount for the restructuring the current education system. In order to modernize the current education system, KP government has established 138 Data Collection Monitoring Assistants (DCMAs) in tribal districts.
Taleemi Islahi Jirga (TIJs) are converted into Parent-Teacher Councils (PTCs) and connected them with education ministry with an aim to keep a check and balance. Government has introduced a new concept of school leaders and aims to train about 3,000 leaders who will be responsible for monitoring the classrooms, lesson management, implementation, and daily school life.
The process of expanding teachers’ training program to all districts of the province is also in process. Furthermore, the education department has almost completed its working on the development of high-quality script lessons for different subjects. Textbooks for classes 1 to 10, will also be revised according to modern standards by 2023.
Another milestone achieved by KP government is the establishment of Independent Monitoring Unit (IMU). This vigilant monitoring system has reduced teachers’ absenteeism by 17% to 20%. It also constantly collects reliable data which is helpful for realistic planning.
Previously, teachers used to take salaries without performing any duties; however, with the advent of biometric attendance system, those ghost servants have been captured. Enrollment drives have been organized every year. Government is giving free books to the children including drawing and coloring books to enhance their creative thinking. Government is also stressing on female education through its new policy of building classrooms with a ratio of 2 for female and 1 for male.
To impart the true teachings of Islam, Quranic education and Nazira is made compulsory up to class 12th. In a refreshing development, students of private schools are migrating to government schools due to student-friendly policies.
Nevertheless, there is room for improvement in the education sector like linking promotions of teaching and administrative staff with performance. Government teachers should be made bound to enroll their children in public sector. The concept of uniform curriculum will create national thinking. Another important aspect which needs attention is to address the growing role of tuition and coaching centers. Technical education should also be focused from the base. Experiences of others successful educational models like Finland model may be studied to improve the sector.
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