Though religious people often say that without their faith life would be meaningless, we know that for some it is faith itself that leads them to the same conclusion. The question arises: what is life compared to Heaven or the next life after this earthly one?
For many religious people life is merely a means to an end with no meaning in itself. Ought we be surprised that those who hold such a view seem not too concerned about the environment or social justice when polls indicate that nearly half of them expect the second coming of Jesus and the glorious end of the world within the next 50 years; when their main concern seems to be “salvation?” It’s as if the inhabitants of Pompeii knew exactly when Vesuvius would violently erupt in 71 AD. In that case we would have found precious few petrified bodies attending to their daily routines 20 centuries later. Life loses its routine daily meaning when a catastrophe ensues.
Since Nietzsche, nihilism is usually conceived as lack of meaning in life to be overcome by the individual’s “will to power” and building up of meaning; existence trumps essence. Yet, despite Nietzsche’s famous quip that “God is dead,” the first step toward nihilism is not disbelief in God. Rather, it is acceptance of the notion that for the existence of the world to be justified it must have some external purpose to guide it. It must be the shadow of some truer world than this one; one that has the power to grant meaning to this world in which we live and have our being, and if no such other world exists then this world ought not to exist because it is meaningless. This is quite similar to what William James describes as “the religious impulse.” It is this impulse rather than atheism itself that produces nihilism.
Nihilism is the outright rejection of at least some aspects of the value of life, and it is attached to the notion that meaning must come from somewhere outside one’s self and in fact outside the world of ordinary experience. It is indeed the religious impulse to seek justification “out there” rather than having doubts about religion that is the first step toward nihilism. One can take this step toward religion and find no convincing externally imposed meaning. On the other hand, if one never goes looking for meaning to come from somewhere “out there,” one never encounters nihilism. Nietzsche was aware of that, not those who consider faith and its practice passé. But some actually do find such an externally imposed meaning and are still nihilistic. In fact, the extreme case of religious nihilism is the suicide bomber who is nihilistic in rejecting the meaning that others find in the value of human life while having a deep conviction in the externally imposed meaning of his own death through martyrdom and divine reward in Heaven.
The suicide bomber is indeed nihilistic. He may be thought of as having placed some value on the lives he takes as fulfilling some religious purpose, but in doing so he is decidedly rejecting many other aspects of the value of individual human life. In Kantian ethical language, he is treating others solely as means to serve his purposes of glorifying God rather than as having worth as ends in themselves. That is a form of nihilism—a radically religious nihilism. One might argue that the suicide bomber is not nihilistic because his death and the deaths of those he murders had profound significance to him in glorifying God. But the question of nihilism is not whether death has meaning but whether living life has meaning. There is no stronger version of nihilism that valuing death above life.
It is not being claimed here that this sort of nihilism is a necessary consequence of all Christian belief, rather, that Christianity gets interpreted by some (such as the murderers of abortion doctors) in very nihilistic ways where aspects of the meaning of life are deemed entirely insignificant next to the enormity of Eternity. Nihilism is not then part of a problem with atheism as it is often claimed. Nihilism is in fact incompatible with a thorough-going atheism that has ceased to seek meaning “out there.” Nihilism is not the inevitable result of anti-religious skepticism but part of the religious impulse which includes the supposition that such an external order is necessary and foundational to all value, meaning, and purpose that the world of our everyday experience can ever have.
Atheists only become nihilists when they take their atheism with a small dose of religion. Atheists inclined toward pessimism sometimes take the fact that the world seems to exist without such external justification as evidence for the absurdity of existence. Some atheists respond to the human condition by saying that we must live life in such a way to make it a worthy protest to the injustice of death. Such a response is one of a very religious sort of atheist.
Miguel de Unamuno, who like almost all writers and philosophers who get labeled existentialists denied being one articulated this view when he said, “If it is nothingness that awaits us, let us make an injustice of it; let us fight against destiny, even though without hope of victory.” This is the sort of atheist existentialism that announces the death of God but seems to be angry and in great despair about that fact. The claim, “God is dead…the bastard!” is trying to have it both ways. Nihilism is a real possibility when one simultaneously rejects the existence of God but retains enough of a religious outlook to insist that something very much like God would be necessary to make life meaningful. In making one’s life a worthy protest one hopes to justify one’s own existence. This sort of nihilism is an unconscious sort of nihilism that Nietzsche himself called “religious nihilism.” In fact, there is no other kind. Nihilism depends on the affirmation of another world as the only possible legitimate source of all value and the denial of this world as able to sustain its own value. Nietzsche called the phenomenon “the trans-valuation of values.” All nihilism is religious in this sense.
In contrast to this pseudo-atheistic pessimistic nihilism, the nihilism of the religious is often not recognized as such because it is often an optimistic sort of nihilism. The promise of the next world is thought to be the assurance of everything that one could ever hope for. But then, we know how that sort of thinking in the suicide bomber works out for the rest of us, so even optimistic nihilism can be something to be concerned about. Religious people who think that believing in God makes them immune to nihilism and the nihilism is part of “the atheism problem” should turn to the Bible and reread Ecclesiastes which has Solomon, son of David renowned for his great wisdom, exclaim: “Meaningless! Meaningless! Utterly meaningless! Everything is meaningless.” Clearly even the Bible demonstrates that nihilism is not just a problem for skeptics.
Though the one who never look to other worlds to justify this world is less nihilistic than the one who takes this first step toward nihilism even if she does find meaning “out there,” avowed religious person who take the first step toward nihilism by seeking meaning in the great beyond are unlikely to consider themselves nihilist. The most prominent authority on meaning among Christians today is Rick Warren who sold 30 million copies of The Purpose Driven Life. In that book Rick Warren writes: “If there was no God, we would all be ‘accidents,’ the result of astronomical random chance in the universe. You could stop reading this book, because life would have no purpose or meaning or significance. There would be no right or wrong, and no hope beyond your brief years on earth.” This declaration is not merely one small step but a giant leap toward nihilism. Warren has hung all his hopes upon the need that a single fact turns out to be true.
A believer such as Warren is not likely to recognize the nihilism behind his statement and his belief that without some external source of worth our world would be worthless. Instead he is more likely to mistake those of us who accept this world as sufficient unto itself as nihilists. But doing so is indeed a mistake. The complete lack of nihilism is not to deny the “objective” meaning of life but to stop thinking of the question as one even worth asking—to stop looking for the justification the world to come from somewhere else. The complete opposite of nihilism is not to be able to affirm the objective meaning of life, but to never need to go looking for meaning because meaning abounds.
St. Francis of Assisi found meaning in the beauty of nature and its creatures and via that bridge he got to God. He got to the ultimate via the penultimate: the value of this world and this life in themselves. Socrates said that the unexamined life is not worth living, but asking bad “philosophical” questions like, ‘what gives one’s life objective meaning?’ if taken too seriously can also make life seem not worth living. We don’t need to be convinced by some philosophical or theological argument that life has meaning or feel at all like something is lacking in not being able to provide a Cartesian foundation that stands outside of time and space upon which meaning in life can rest. Meaning abounds for all those who love so long as they don’t get fooled into thinking that love needs a philosophical foundation—that “why love?” is a question that needs an answer. Only the psychopath needs a reason to love.
It takes a lot of intellectual wheel spinning to even get one’s self to the point in thinking that the love of family and friends and our efforts to make the world better than we found it are not meaningful. This whole question of meaning only becomes a question when one follows the religious impulse to search for meaning “out there.” It comes from the idea that meaning must come from outside one’s own life and even outside the world altogether. How about starting where St. Francis started, with the love of nature and its creatures?
It needs to be emphasized here that nihilism is not an atheistic phenomenon. Both atheists and theists are capable of denying aspects of the meaning of life. Nihilism—the belief that the world in itself is without value, meaning, and purpose as some existentialist philosophers claim—is not the inevitable result of atheism. Atheists only become nihilists when their lack of belief in God is taken together with a half-measure of religion, while the theistic nihilism of the suicide bomber is the result of taking a full measure of the wrong sort of religion.
Note: This article has already appeared in Ovi Magazine on November 16, 2015.
Delivering On Our Promise of Universal Education
Our investment in education – especially for children caught in crisis and conflict – is our investment in a better future.
Co-Signed by: Federal Councillor of the Swiss Confederation, Ignazio Cassis; Federal Minister for Economic Cooperation and Development, Germany, Svenja Schulze; Minister of Education, Niger, Ibrahim Natatou; Minister of International Development, Norway, Anne Beathe Tvinnereim; Minister of General Education and Instruction, South Sudan, Awut Deng Acuil; Minister of Education, Colombia, Alejandro Gaviria; Former UK Prime Minister, UN Special Envoy for Global Education and Chair of ECW’s High-Level Steering Group The Rt. Hon. Gordon Brown
As we mark the International Day of Education, world leaders must make good on their promise of providing quality education for all by 2030.
Education is our investment in peace where there is war, our investment in equality where there is injustice, our investment in prosperity where there is poverty.
Make no mistake about it, there is a global education crisis that threatens to unravel decades of development gains, spur new conflicts, and upend economic and social progress across the globe.
As UN Secretary-General António Guterres highlighted at last year’s Transforming Education Summit: “If we are to transform our world by 2030 as envisaged by the Sustainable Development Goals, then the international community must give this (education) crisis the attention it deserves.”
When Education Cannot Wait (ECW), the United Nations global fund for education in emergencies and protracted crises, was founded in 2016, we estimated that 75 million crisis-impacted children required education support. Today, that number has tripled to 222 million.
Of the 222 million children whose right to an education has been ripped from their hands by the multiplying impacts of conflict, climate change and other protracted crises, an estimated 78 million are out of school all together – more than the total populations of France, Italy or the United Kingdom.
Even when they are in school, many are not achieving minimum proficiencies in reading or math. Think about this terrifying statistic: 671 million children and adolescents worldwide cannot read. That’s more than 8% of the world’s total population. That’s an entire generation at risk of being lost
As we have seen from the war in Ukraine, the challenges of the Venezuelan migration to Colombia and South America, the unforgiveable denial of education for girls in Afghanistan, and a devastating climate change-driven drought in the Horn of Africa that has created a severe hunger crisis for 22 million people, we are living in an interconnected world. The problems of Africa, the Middle East, South America, and beyond are the problems of the world that we share together
Every minute of every day, children are fleeing violence and persecution in places like Myanmar, the Sahel, South America and the Middle East. Every minute of every day, boys are being recruited as child soldiers in Somalia, the Central African Republic and beyond. Every minute of every day, the climate crisis brings us closer to the end of times, and children go hungry because they are denied their right to go to school, where they might just have their only meal of the day. And amid conflict, migration and climate change, governments like Colombia are struggling to secure the most basic living and education conditions for children in hard-to-reach borders.
It’s an assault on our humanity, a moral affront to the binding promises outlined in the Universal Declaration of Human Rights, and a giant step backwards in our persistent efforts – against all odds – to find peace in our times.
There is hope. By embracing a new way of working and delivering with humanitarian speed and development depth, ECW and its strategic partners have reached 7 million children in just five years, with plans to reach 20 million more over the next four years.
Imagine what an education can mean for a child of war? In the Democratic Republic of the Congo, 13-year-old Nyota lost her father and brothers in a brutal attack on her village. Her family’s home was burnt to the ground.
In a country where 3.2 million children are out of school, Nyota’s future was bleak. Would she be a child bride, the victim of sexual violence, another tragic statistic in a forgotten crisis?
No. She did not give up. With the support of an innovative programme funded by ECW, Nyota is back in school. “When I have completed my studies, I dream of becoming the President of my country to end the war here. That will allow children to study in peace and not endure the same horrible things that I have.”
Nyota is not alone: we have received inspiring letters from girls and boys in over 20 crisis-affected countries across the world that underscore the amazing value of education in transforming lives and creating a better future for generations to come.
On February 16, world leaders are gathering for the Education Cannot Wait High-Level Financing Conference in Geneva. Hosted by ECW and Switzerland – and co-convened by Colombia, Germany, Niger, Norway and South Sudan – the conference provides world leaders, businesses, foundations and high-net-worth individuals with the opportunity to deliver on our promise of education for all. The aim is to raise US$1.5 billion for the next four years.
As the co-conveners of this seminal event, we are calling on the people of the world to invest in the promise of an education. It’s the best investment we could make in delivering on the Sustainable Development Goals.
Nyota and millions like her are not giving up on their dream, and we shouldn’t give up on them. We have promises to keep.
Education starts early – or it should
Authors: Manos Antoninis and Silvia Montoya*
When children attend early childhood education, they are not just learning their ABCs and 123s, they are learning how to solve problems, live in harmony with others and communicate effectively. Going to pre-primary education increases the chance to grow and flourish in a nurturing and stimulating environment. It is an opportunity to provide children with the skills they need to succeed in school and in life.
Thankfully, early childhood education is something that more and more children are accessing: over the past two decades, the rates of those attending rose from 65% to 75%. Countries have put pen to paper, committing to taking this up a level. As part of a multi-year exercise, they have set national benchmarks for the progress they feel they can make between now and 2030 on helping more young children start their education in their early years, alongside other objectives. On the occasion of the 2023 International Day of Education, UNESCO published a global report, the 2023 SDG4 Scorecard showing how fast countries are progressing towards their national benchmarks on Sustainable Development Goal 4 (quality education). These benchmarks commit countries to together open school doors to 95% of five-year-olds by the 2030 deadline for the United Nations Sustainable Development Goals.
These ambitions are not messing around. Conversely to what you might expect, countries have actually set their targets far higher than one might expect considering how they’ve done in the past. Even if they managed to improve at the rate of the historically fastest-improving quarter of countries, they would only manage to reach the stage where 83% of children were going to early childhood education. At present, therefore, barely one in three countries is on track with their self-set targets. How can we help them speed up?
Having monitored education for the past 20 years, a few clear lessons jump out that can help countries break the speed barriers we’re keen to impart. While simple education reform is not very common, this first example is at least compact. Our recommendation is for countries to legislate and provide for free and compulsory education, which about a half of countries have done so far. Since 2015, for example, the introduction of three years of free education in Armenia, four years in Uzbekistan and three – and later five – years in Azerbaijan is associated with a large increase in participation rates. While one policy change cannot be assessed out of context, there is a clear jump in children’s early education access across these countries post the new legislation.
Where we see these laws lagging is in low income and, more generally, sub-Saharan African countries. For all those who join us in believing in the importance of the foundations that early childhood can bring, Sub-Saharan Africa should be a region where we direct our support over the coming years. Not only are fewer than half of children starting school early, but its population prospects will make the challenge harder over time. It is projected that sub-Saharan Africa will surpass Central and Southern Asia by 2026 as the region with the largest number of 4-5 year olds in the world. This cohort will grow by 1 million on average in the next 20 years. Population growth will slow down but will still reach 100 million in 2069. The region will be the home to a staggering 43% of all five-year-olds on planet earth by the end of the century.
The second recommendation we believe can make a difference is also a governance issue, and relates to the fact that the first education experiences of 40% of children in the world today is with private providers. Much of this trend can be linked to the fact that there was not enough supply related to demand, and private providers grew to fill the gap.
This phenomenon can’t be ignored in some areas of the world. In Oceania, for example, some countries have close to 100% of preschool students enrolled in non-state institutions. These can be for-profit and non-profit organizations, such as child-care centers, preschools, and home-based childcare providers, for example. Their presence can bring significant financial implications, and therefore, barriers, to families, and detract from the original reason they exist in the first place: to increase education for all. With the provision part removed from government’s control, it means that their ability to regulate the quality and equity of the myriad of alternative early childhood education providers – and monitor them – is vital.
For much of the pandemic, the GEM Report team at UNESCO mapped over 200 country profiles on its PEER website to look further into the regulations countries currently have for private providers in early childhood education. What we found is that those covering equity are in the minority: only 26% of countries support specific vulnerable populations’ tuition fee payments and just 15% prohibit non-state providers from operating for profit. On the positive side, however, we also found that turning these numbers on their head could also see a huge surge in participation rates. When governments have regulations in place helping out some of the most marginalized groups with tuition fees, for instance, the percentage of children who participate in organized learning one year before entry to primary school is higher by 13 percentage points, whereas countries with fee-setting regulations have a 7 percentage-point higher participation.
Our third but equally critical recommendation covers the extent to which governments prioritise education in the early years in their spending. We looked at the countries with data from the last two years and found they were spending just 0.43% of GDP on pre-primary education – pittance in comparison to the benefits an early education can bring. There is a clear correlation between how much was spent on public education and the rise of participation rates as a result. Doubling spending from 0.25 to 0.50 of GDP, we found, triples participation rates in public preschools from 20% to 60% on average, and is a clear win for improving progress on this issue.
As any education policy maker will tell you, there is no one easy fix for system reform. Sadly, this is the reason the sector fails to attach the funding it needs to transform and deliver to match our expectations. But, where there are lessons that our past mistakes and successes have taught us, we should take them, and not waste further time. Education can and should start early. If we legislate, regulate and finance appropriately, we can help countries’ ambitions to make that happen a reality.
*Silvia Montoya, Director of UNESCO Institute of Statistics
A Cry for Help: Pakistan’s Broken Education System
The saying “If you think education is expensive, try ignorance”, attributed to Derek Bok – the former president of Harvard University, holds a plethora of resonance for a developing country like Pakistan. Compared to the global standard of spending 4% of GDP on education, Pakistan only spends around 2.3% of its GDP on education, which happens to be the lowest in the South-Asian region. The inadequate spending on schools stems from the government’s nonchalant attitude and general disinterest in the education sector. Because of this, Pakistan’s budget allocation for education is far less than what is advised by the United Nations Educational, Scientific and Cultural Organization (UNESCO).
The 2019 Annual Status of Education Report shows the overall literacy rate in the country to be 60%, with 71% male literacy rate compared to 49% female literacy. Despite these statistics showing an improvement from the past trends, the Human Development Report of 2019 remained unfazed. According to the findings of the report, Pakistan failed to show significant improvements in key educational indicators concerned with the rate of literacy, overall enrolment ratio, and education related expenditure. In the same year, Pakistan was also ranked 152nd out of 189 countries on the Human Development Index (HDI) under the United Nations Development Program (UNDP).
Comparing Pakistan’s Education sector to other developing countries in the region further paints a dismal picture, as Pakistan lingers behind it its quest in providing quality education. Pakistan suffers from the third-highest primary school dropout rates in the region, estimating at 23%, only behind countries such as Bangladesh and Nepal. In a 2016 Global Education Monitoring (GEM) Report titled “Education for People and Planet: Creating Sustainable Futures for All”, it was found that Pakistan is 50 years behind in achieving its primary education goals, while adding another 10 years in its path to achieving its secondary education goals.
For the most part, the policy maker’s one-stop solution for increasing the level of education in Pakistan has focused on raising the enrollment rates in primary schools. While this approach emphasized more on the quantity of education being provided, it has done little to cater to the quality and expense of the education itself. This is reflected in the learning levels of public schools in Pakistan, which are astonishingly low as student’s performance in academics is hugely underwhelming, compared to the acceptable standard. This shortcoming in the public education is mainly attributed to the dearth of incentives for public sector teachers. Which translates into low teaching effort, since any chance at salary increment and promotion is directly related to seniority and experience and not the teacher’s actual performance.
In view of these prevalent conditions of the public sector education, Pakistan witnessed a sudden boom in low-fee private education institutions in early 2000’s, which outnumbered state-run schools in both quantity and quality. With ample availability of low-cost teachers in rural areas due to lack of other job opportunities, these schools quickly expanded in the region and provided multiple schooling options for the 63% of the population which resides in the rural setting. Despite the private sector teachers being underpaid and under-experienced compared to their public sector counterparts, the learning levels of students in private schools has been much better. This is mostly due to effective teaching pedagogy, curriculum design and proper oversight which gives private schools an edge over public sector ones.
In the Human Rights Watch Report titled “Shall I Feed My Daughter, Or Educate Her?”: Barriers to Girls’ Education in Pakistan”, the Pakistani government’s inability to adequately educate the girls also surfaced. Liesl Gerntholtz, the Women’s Rights Director at Human Rights Watch commented “The Pakistan government’s failure to educate children is having a devastating impact on millions of girls”. The report stated that the majority of the 22.5 million children that are out of school are girls, who are simply barred from attaining education.
However, many of the barriers to girl’s education lie within the education system of the country itself. The State takes on a lasses-faire approach towards providing education in the country. And instead relies on private sector education and Madrassahs to bridge the gaps in education provision. Thus the girls are deprived of a decent education in the process. The government’s inadequate investment in schools is another main culprit for the number of girls that remain out of school. As girls finish primary school, secondary schools are not as widespread and their access to the next grade is hindered. Furthermore, while the Constitution of Pakistan claims that primary schooling be free of charge, it is not actually the case. Hence, most parents with constrained resources opt to educate their sons over their daughters. As a result, once girls are dropped out of schools, there is no compulsion by the state to re-admit the girls into school. Therefore, a chance once lost is lost forever.
Towards the end of 2019, Covid-19, which emerged in the wet markets of Wuhan, quickly took the world by storm. It forced the entire world into lockdown, and resulted in a major humanitarian and economic catastrophe, ultimately affecting the Education Sector as well. This compelled Pakistan to take swift notice of the virus and announce country-wide closure of educational institutes from beginning of February 2020. It wasn’t for another six months that educational institutions were reopened with strict SOPs in place, only to be shut down again amidst the second wave of the virus. And so due to these conditions, the education sector in Pakistan faced a devastating loss of learning. The virus not only exposed the cracks in the country’s education system, but it also further amplified them.
According to a report published by the World Bank “Learning Losses in Pakistan Due To Covid-19 School Closures: A Technical Note on Simulation Results”, it was predicted that a loss of livelihood due to Covid-19 could translate into a severe case of children dropping out of schools. The study estimated an additional 930,000 children that are expected to drop out of the fold of education, and thus increasing out-of-school percentage by 4.2 percent.
Similarly, the report also mentioned that the learning levels in schools could drop to anywhere between 0.3 and 0.8 years of learning. Therefore, an average student now only attains an education level of 5 years due to poor quality of education, despite going to school for 9 years. Furthermore, in wake of covid-19, the share of children who are unable to read basic texts by age 10, represented by “Learning Poverty” are further expected to go up 4 percent from 75 to 79 percent. As schools were shut down across the country, many of them were also unable to transition into online mode of learning. This was because the state failed to provide internet access to remote regions of the country. Hence, Covid-19 proved to be a huge setback for the education sector of Pakistan.
To conclude, while significant steps have been taken to strengthen the education sector of Pakistan, such as the unanimous passing of the Article 25-A of the Constitution of Pakistan and the dedication towards achieving Sustainable Development Goals (SDG) to provide quality and equitable education; there still remains a gap between policy formation and its implementation. Despite the education policies of Pakistan focusing on science and technology, nationalizing private education institutions, increasing the number of student enrollment and improving their access to higher education, it still failed to improve in the education indicator of the HDI in the past decade. In view of this, Pakistan needs to rethink its education policies and fill gaps that currently exist between what is decided and what is implemented.
Indian Republic Day: A Black Day for Kashmiris
India celebrates ‘Republic Day’ on January 26th every year to commemorate the day when the Constitution of India came into...
A Brief History of British Imperialism in India
The British Empire The British Empire or Kingdom was an imperial entity that changed the global order in every way...
Political Scientist: Taliban Rule will lead to terrorism activation in Pakistan
The strengthening of terrorist activity in the northwest of Pakistan and the country as a whole is linked with reinforcing...
F.B.I. Official’s Indictment Shows oligarch infiltrated the highest echelons of the government
The search for kompromat on his opponent in a conflict with shareholders was highly regarded by Russian aluminum magnate Oleg...
FOCUS magazine: This is how war becomes U.S. business
Former President Calvin Coolidge’s sentence has been applicable for centuries: “After all, the main business of the American people is...
7 ways to earn cryptocurrency without risks
Today we will talk about earning opportunities with the help of cryptocurrencies and technologies related to them. AirDrops The first...
Are we going into another economic recession? What history tells us
An economic recession or depression is a period of economic decline, typically characterized by a decline in the gross domestic...
Europe4 days ago
Serbia must reject the ultimatum regarding Kosovo
Economy4 days ago
Free-Market Capitalism and Climate Crisis
Science & Technology4 days ago
Deployment of 5G Technology: Scrutinizing the Potential Menace & Its Repercussions globally
Europe3 days ago
Davos more of a show, no longer so important
Diplomacy4 days ago
The Dilemma of Science Diplomacy: Between Advancement of Humanity and The Source of Rivalry
Eastern Europe4 days ago
A turning moment in Ukraine Crisis
South Asia3 days ago
Saudi-Chinese Friendship: Should India be Concerned?
World News3 days ago
Sabah: ‘The Americans have deceived themselves, the Europeans and Ukraine’